•  I 

^ISuiifl 


•''•:  Qfl   fl 

n  ;.• 

1 


I 


^  II 


11 

fill 

;        (M 


'.'  ' 


HISTORICAL  SKETCH 


01'    THE 


UNITED  STATES  ]\[AVAL  ACADEMY, 


PREPARED    BY   DIRECTION   OF 


REAR-ADMIRAL  C.  R.-P.  RODGERS,  U.  S.  N., 

SUPERINTENDENT  U.  S.  NAVAL  ACADEMY, 
FOR  THE 

DEPARTMENT    OF    EDUCATION    AT   THE 
INTERNATIONAL  EXHIBITION,  1876. 


PROFESSOR  JAMES  RUSSELL  SOLEY,  A.  B., 

U.    S.    NAVY, 

HEAD    OF    THE    DEPARTMENT   OF    ENGLISH    STUDIES,    HISTORY,    AND    LAW,    AT 
THE    U.    S.    NAVAL    ACADEMY. 


WASHINGTON: 

GOVERNMENT    PRINTING    OFFICE. 
1876. 


L 


CON  TENTS. 


PART  I.— HISTORICAL  SKETCH. 

^"AP.  pAGE. 

I.   THE  EDUCATION  OF  THE  OLD  NAVY 7 

II.   THE  NAVAL  SCHOOL— FIVE  YEARS'  COURSE 62 

III.   THE  PERIOD  OF  TRANSITION— SEVEN  YEARS' COURSE 90 

IV.  FINAL  ORGANIZATION — FOUR  YEARS' COURSE 98 

V.   GROUNDS 114 

VI.   BUILDINGS 123 

VII.   LIBRARY 135 

PART  IL— THE  NAVAL  ACADEMY  IN  1876. 

I.  ACADEMIC  ORGANIZATION 139 

II.  EXAMINATION  FOR  ADMISSION 151 

III.  DEPARTMENTS  AND  COURSE  OF  INSTRUCTION 170 

IV.  PRACTICE  CRUISES 216 

V.  RELICS  AND  TROPHIES 219 

APPENDIX. 
NOTE. 

A.  REPORT  OF  SECRETARY  BRANCH,  1830 231 

B.  REPORT  OF  HOUSE  COMMITTEE  ON  NAVAL  AFFAIRS,  1834 233 

C.  REPORT  OF  SECRETARY  DICKERSON,  1835 237 

D.  REPORT  OF  SENATE  COMMITTEE  ON  NAVAL  AFFAIRS,  1836.  ..  239 

E.  FIRST  REGULATIONS  OF  NAVAL  SCHOOL 241 

F.  SPECIMENS  OF  WORK  OF  CADETS,  (PHYSICS  AND  CHEMISTRY).  246 

G.  COMMANDER  BUCHANAN'S  PLAN  OF  A  NAVAL  SCHOOL 321 

H.  CLASSIFICATION  OF  BOOKS  IN  LIBRARY 324 

I.    LIST  OF  OFFICERS 

J.    SUPPLEMENTARY  NOTICES 334 


M7Q2795 


PART   I. 


HISTORICAL    SKETCH 


CHAPTER   I. 


THE  EDUCATION  OF  THE  OLD  NAVY. 


Before  the  Navy  Department  was  established  by  the  act 
of  1798,  the  Navy  could  hardly  be  said  to  have  any  inde 
pendent  existence.     The  acts  of  Congress  had  provided  for  a 
small  armament,  and  a  body  of  officers  proportioned  to  the 
number  of  ships.     The  officers  were  selected  from  the  mer 
chant  service,  the  upper  grades  being  filled  by  those  who  had 
served  with  distinction  during  the  Revolution.     The  Navy 
thus  got  a  few  commanders  of  tried  ability  and  courage;  and 
most  of  the  junior  officers  proved  themselves  brave  men  and 
good  seamen.     As  a  beginning  of  the  future  organization, 
eight  midshipmen  were  placed  on  board  each  ship.*    These 
were  appointed  by  the  President  from  civil  life,  under  no  lim 
itations  as  to  agey  education,  or  fitness,   except  what  the 
appointing  authority  saw  fit  to  impose  on  itself.     Most  of 
them  had  never  been  at  sea  before,  and  very  few  knew  any 
thing  of  either  the  theory  or  practice  of  navigation.     Some 
of  them,  like  Decatur,t  got  help  and  instruction  by  attending 
schools  of  navigation;  but  such  cases  were  rare,  and  in  gen- 

*  Act  approved  March  27,  1794;  act  approved  July  I,  1797. 
t  Mackenzie's  Life  of  Decatur,  p.  25,  (in  Sparks's  Am.  Biog.) 


8  THE  NAVAL  ACADEMY.  PART  I. 

eral  they  had  to  pick  up  the  necessary  knowledge  by  noticing 
what  went  on  about  them  and  by  asking  questions.  They 
became  the  pupils  of  the  older  officers,  when  the  latter  were 
willing  to  teach  them:  but  whatever  education  they  got  was 
fragmentary  and  technical,  and  depended  chiefly  upon  their 
own  efforts. 

The  Naval  Regulations  issued  in  1802  assigned  no  particular 
duties  to  the  midshipmen,*  but  directed  the  commanding 
officers  to  consider  them  as  meriting  in  an  especial  degree  the 
fostering  care  of  the  Government.  Commanders  were  to  see 
that  the  "  schoolmasters  "  performed  their  duty  toward  the 
midshipmen  by  "diligently  and  faithfully  instructing  them  in 
those  sciences  appertaining  to  their  department;"  while  the 
midshipmen,  on  their  part,  were  to  consider  it  a  duty  they 
owed  to  their  country  "  to  employ  a  due  portion  of  their  time 
in  the  study  of  naval  tactics,  and  in  acquiring  a  thorough  and 
extensive  knowledge  of  all  the  various  duties  to  be  performed 
on  board  of  a  ship  of  war." 

The  schoolmaster  had  for  many  years  been  a  part  of  the 
English  naval  organization;  but  as  yet  he  did  not  exist  in  our 
service.  No  provision  had  been  made  for  schoolmasters  in 
the  acts  of  Congress,  and  the  reference  here  must  be  to  the 
chaplains,  who  at  that  time  supplied  their  place.  The  same 
regulations  say  elsewhere  of  the  chaplain :  f  "  He  shall  perform 
the  duty  of  a  schoolmaster;  and  to  that  end  he  shall  instruct 
the  midshipmen  and  volunteers  in  writing,  arithmetic,  and 
navigation,  and  in  whatsoever  may  contribute  to  render  them 
proficients.  He  is  likewise  to  teach  the  other  youths  of  the 
ship,  according  to  such  orders  as  he  shall  receive  from  the 
captain.  He  is  to  be  diligent  in  his  office,  and  such  as  are 

*  Naval  Regulations  issued  by  command  of  the  President,  January  25, 
1802,  p.  23. 

t  Page  iS—Of  the  Duties  of  a  Chaplain. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NATY. 

idle  must  be  represented  to  the  captain,  who  shall  take  due 
notice  thereof."* 

The  system  of  giving  instruction  on  board  of  cruising-ships, 
imperfect  at  the  best,  was  barren  of  results  where  the  chap 
lains  were  the  teachers.  The  duty  had  no  necessary  connec 
tion  with  their  profession,  and  the  subjects  they  were  compelled 
to  teach  were  wholly  foreign  to  their  training  and  studies. 
They  were  appointed  without  any  reference  to  their  fitness 
for  this  work,  and  their  qualifications  for  the  place  of  teacher 
of  navigation  were  not  submitted  to  any  test ;  they  had  no 

*  Taken,  with  modifications,  from  the  English  regulations,  as  will  be 
seen  by  the  following  extract  from  the  "Regulations  and  Instructions  re 
lating  to  His  Majesty's  Service  at  Sea,"  London,  1734,  p.  136: 

"The  Schoolmaster. 

"ARTICLE   I. 

"No  Person  shall  be  warranted  to  serve  as  a  Schoolmaster  in  any  of 
His  Majesty's  Ships,  who  has  not  been  first  examined  before  the  Master, 
Wardens,  and  Assistants  of  the  Trinity-House  of  Dcbtford-Strond,  and 
produced  a  Certificate,  under  their  Hands,  of  his  being  well  skilled  in 
the  Theory  and  Practice  of  the  Art  of  Navigation,  and  qualified  to  teach 
Youth  therein  ;  and  another,  under  the  Hands  of  Persons  of  known 
Credit,  testifying  the  Sobriety  of  his  Life  and  Conversation. 

"II. 

"  He  is  to  employ  his  Time  on  board  in  instructing  the  Voluntiers  in 
Writing,  Arithmetic,  and  the  Study  of  Navigation,  and  in  whatsoever 
may  contribute  to  render  them  Artists  in  that  Science. 

"III. 

"  He  is  likewise  to  teach  the  other  Youths  of  the  Ship  according  to  such 
Orders  as  he  shall  receive  from  the  Captain,  and  with  Regard  to  their 
several  Capacities,  whether  in  Reading,  Writing,  or  otherwise. 

"IV. 

"  He  is  to  be  early  every  Morning  at  the  Place  of  Teaching,  and  to 
represent  the  Names  of  such  as  are  idle,  or  averse  to  Learning,  to  the 
Commander,  in  order  to  his  taking  Course  for  their  Correction."  • 


io  THE  NA  VAL  ACADEMY.  PART  I. 

examination  before  appointment  like  that  which  the  school 
masters  of  the  old  English  navy  had  to  pass  before  the 
master  and  wardens  of  the  Trinity  House.  It  was  only  in 
cases  of  fortunate  accident  that  they  knew  anything  about 
the  subject  before  they  were  called  upon  to  teach  it.  Except 
as  far  as  their  calling  presupposed  a  liberal  education,  they 
were  no  better  fitted  for  the  work  than  any  other  officer  of 
the  ship.  They  might  help  out  what  was  wanting  in  the 
rudimentary  training  of  the  midshipmen,  but  they  were  in  no 
way  qualified  to  make  them  "  artists,"  or  even  "proficients,"  in 
their  profession. 

Notwithstanding  the  faults  of  this  system,  it  continued  in 
force  for  many  years  with  only  slight  modifications.  The 
act  of  January  2,  1813,*  authorizing  the  construction  of 
four  seventy-four-gun  ships,  provided  that  each  of  them 
should  carry  a  schoolmaster,  appointed  by  the  captain,  with 
a  pay  of  $25  per  month.  Each  ship  had  twenty  midshipmen, 
who  were  under  the  instruction  of  the  schoolmaster.  In 
1816,  again,  ten  seventy-fours  were  authorized,!  and  the  pro 
vision  of  the  act  of  1813,  in  regard  to  the  number  and  grade 
of  officers,  applied  to  them,  in  the  absence  of  special  legisla 
tion. 

This  change,  slight  as  it  was,  was  a  change  rather  for  the 
worse.  In  the  first  place,  the  professional  teachers  were  lim 
ited  to  the  line-of-battle  ships,  and  the  midshipmen  who  went 
to  sea  in  a  vessel  of  any  smaller  class  had  to  get  what  they 
might  from  the  chaplain ;  the  old  regulation  in  regard  to  the 
duties  of  that  officer  continuing  still  in  force  with  very  slight 
changes.J  Moreover,  the  compensation  was  so  small  that 

*  Statutes  at  Large,  2,  789. 

t  Act  of  April  29,  1816.    Statutes  at  Large,  3,  321. 
t  See  Naval  Regulations  of  1818,  American  State  Papers,  Naval  Affairs, 
i>  532. 


CHAP;  I.  EDUCATION  OF  THE  OLD  NAVY.  It 

only  an  inferior  class  of  men  could  be  obtained  for  the  service. 
The  schoolmasters  held  a  very  subordinate  position  on  board 
the  ship,  being  quartered  either  with  the  warrant-officers,  or  with 
their  pupils,  the  midshipmen  ;  and  their  pay  ceased  when  the 
cruise  was  finished.  Under  such  circumstances  no  teacher  of 
ability  would  be  found  who  would  give  up  higher  compensa 
tion  on  shore,  and  submit  to  the  confinement  of  the  ship,  the 
restraints  of  military  discipline,  and  the  discomforts  of  a  sea- 
voyage. 

The  Hon.  William  Jones,  who  was  Secretary  of  the  Navy 
during  President  Madison's  administration,  saw  the  necessity 
of  some  improvement  in  the  system  of  instruction,  and  made 
a  recommendation  accordingly,  in  a  communication  addressed 
to  the  Senate,  in  regard  to  the  re-organization  of  the  Navy.* 
He  said :  "  I  would  suggest  the  expediency  of  providing  by 
law  for  the  establishment  of  a  naval  academy,  with  suitable 
professors,  for  the  instruction  of  the  officers  of  the  Navy  in 
those  branches  of  the  mathematics  and  experimental  phi 
losophy,  and  in  the  science  and  practice  of  gunnery,  theory 
of  naval  architecture,  and  art  of  mechanical  drawing,  which 
are  necessary  to  the  accomplishment  of  the  naval  officer." 

This  recommendation  evidently  had  in  view  a  school  or 
college  which  should  do  for  the  Navy  what  the  West  Point 
Academy  had  already  begun  to  do  for  the  Army.  The 
Military  Academy,  founded  in  1802,  was  then  in  full  opera 
tion.  There  was  no  good  reason  why  a  naval  academy 
should  not  have  been  established  at  the  same  time,  and  the 
plan  was  certainly  proposed.  In  a  report  t  made  by  the  Sec 
retary  of  War,  James  McHenry,  in  1800,  submitting  apian 
for  a  military  academy,  he  mentioned  four  schools — a  funda 
mental  school,  a  school  of  engineers  and  artillerists,  a  school 

*  November  15,  1814.     American  State  Papers,  Naval  Affairs,  I,  320. 

t  American  State  Papers,  Military  Affairs,  I,  133. 


1 2  THE  NA  VAL  A  CA  DEMY.  FART  I. 

of  cavalry  and  infantry,  and  a  school  of  the  Navy.  The 
last  was  to  have  a  director,  a  professor  of  mathematics,  a 
professor  of  geography  and  natural  philosophy,  an  archi 
tect,  and  a  drawing  master.  It  was  to  teach  those  ap 
pointed  to  or  destined  for  the  Navy  "  the  application  of  the 
knowledge  acquired  in  the  fundamental  school  in  arithmetic, 
algebra,  geometry,  statics,  and  navigation.  To  this  end, 
after  having  passed  examination,  (sic)  they  shall  make  voy 
ages  or  cruises,  under  skillful  officers,  for  certain  periods, 
during  which  time  they  ought  to  be  exercised  in  the  maneu 
vers  and  observations  most  useful  in  service,  and  be  in 
structed  in  whatever  respects  rigging  of  vessels  of  war, 
pilotage,  and  the  management  of  cannon." 

The  main  defect  of  this  plan,  otherwise  a  good  one,  was 
the  union  of  the  schools  for  two  dissimilar  branches  of  the 
service,  necessarily  controlled  by  different  departments  of 
the  Government,  upon  one  foundation — a  sort  of  military 
university,  where  all  branches  of  the  art  of  war  might  be 
taught  in  the  various  schools.  It  is  a  question  whether  this 
would  not  have  seriously  interfered  with  the  efficiency  of  the 
institution.  At  any  rate,  it  was  not  adopted.  In  the  acad 
emy  which  grew  out  of  the  plan,  as  is  well  known,  there  was 
no  provision  for  the  training  of  naval  officers,  and  the  Army 
from  that  time  enjoyed  an  incalculable  advantage  in  the 
systematic  training  of  its  cadets, — an  advantage  which,  for 
more  than  forty  years,  was  denied  to  the  Navy. 

If  the  friends  of  the  Navy  who  were  in  high  official  posi 
tions  in  the  early  part  of  this  century  had  understood  the 
wants  of  the  service,  and  had  pressed  them  upon  the  atten 
tion  of  Congress  with  the  earnestness  shown  by  the  advocates 
of  a  military  academy,  the  Naval  School  would  perhaps  have 
been  founded  at  the  same  time ;  or,  on  the  other  hand,  greater 
demands  might  have  been  thought  extravagant,  and  might 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  l^ 

have  killed  the  whole  project.  The  Navy,  at  that  time,  had 
had  no  opportunity  of  fighting  its  way  into  popularity,  and 
any  step  looking  to  its  increase  or  improvement  was  bitterly 
opposed  by  the  anti-federalists,  then  and  long  afterward  the 
party  in  power.  When  the  nation,  rather  than  expend  a 
reasonable  sum  for  the  building  of  frigates,  was  willing  to 
give  away  a  far  greater  amount  in  the  shape  of  a  disgraceful 
tribute  to  the  Barbary  Powers,  to  secure  exemption  from 
piratical  depredations,  it  is  not  extraordinary  that  no  move 
ment  was  made  toward  the  foundation  of  a  school  solely  for 
the  benefit  of  naval  officers.  At  that  time  many  men  doubt 
less  thought  and  hoped  that  the  prosperity  of  the  United 
States  was  in  no  way  dependent  upon  a  Navy,  and  that  the 
existing  establishment  might  presently  be  abolished.  They 
had  not  yet  learned  the  fact  that  a  nation  with  a  large  com 
merce  is  bound  to  do  its  part  in  maintaining  the  police  of 
the  ocean ;  and  they  made  the  fatal  mistake  of  supposing 
that,  upon  the  outbreak  of  a  war,  a  navy  could  be  built  to 
order,  and  an  efficient  maritime  force  organized,  with  the  ease 
and  rapidity  with  which  a  militia  is  transformed  into  a  body 
of  combatants.  Hence,  in  1802,  the  Navy  was  not  generally 
looked  upon  as  a  permanent  organization. 

After  the  war  with  Tripoli,  popular  and  official  prejudices 
gave  way  to  some  extent.  In  1808,  Col.  Jonathan  Williams, 
the  senior  officer  of  the  Corps  of  Engineers,  made  a  report 
of  the  progress  of  the  Military  Academy,*  in  which  he  sug 
gested  its  removal  to  Washington,  and  advised  the  appoint 
ment  of  a  professor  of  mathematics,  with  assistants,  who 
should  teach,  among  other  things,  nautical  astronomy,  geog 
raphy,  and  navigation.  In  this  he  clearly  had  in  view  the 
education  of  naval  officers,  some  of  whom  were  afterwards 
taken  from  the  graduates  of  West  Point.  The  President 

T  American  htate  JPapers,  Military  Affairs,  I,  228. 


14  THE  NAVAL  ACADEMY.  PART  I. 

transmitted  Colonel  Williams's  report  to  Congress,  with  a 
message,  in  which  he  said  :  "  The  idea  of  removing  the  insti 
tution  to  this  place  is  worthy  of  attention.  Besides  the 
advantage  of  placing  it  under  the  immediate  eye  of  the 
Government,  it  may  render  its  benefits  common  to  the  Naval 
Department." 

The  message  was  referred  to  a  committee  in  the  Senate, 
and  ten  days  later  a  bill  was  reported ;  but,  after  being  twice 
considered  and  postponed,  it  was  finally  laid  aside  for  other 
business.* 

In  a  plan  for  a  peace  establishment  of  the  Navy,  pre 
pared  in  compliance  with  a  resolution  of  the  House  of  Rep 
resentatives  by  Secretary  Thompson,  he  said :  t  "Although 
perhaps  not  falling  strictly  within  the  scope  of  the  resolution, 
yet  the  present  affords  a  fit  opportunity  of  suggesting  the 
importance  of  establishing  a  naval  academy  for  the  instruc 
tion  of  our  young  officers  in  the  sciences  connected  with 
their  profession.  As  this  is  intended  as  a  mere  suggestion  of 
a  measure  deserving  consideration,  I  have  not  thought  proper 
to  present  any  plan  for  carrying  it  into  effect.  This  may  be 
done  hereafter  should  the  measure  meet  with  a  favorable 
reception ;  nor  is  it  deemed  fit  for  me,  at  this  time,  to  urge 
the  many  considerations  which  will  readily  occur  to  all  liberal 
and  enlightened  minds  in  favor  of  such  an  institution." 

Mr.  Southard,  who  succeeded  Mr.  Thompson  at  the  head 
of  the  Navy  Department,  and  who  filled  the  office  for  six 
years  with  great  ability,  never  ceased  to  urge  upon  Congress 
the  importance  of  the  step  proposed  by  his  predecessor.  He 
pointed  out  clearly  the  defects  of  the  existing  system.  In 

*  Anuals  of  Congress,  Tenth  Congress,  first  session,  I,  pp.  171,  176, 
36J. 

t  American  State  Papers,  Naval  Affairs,  I,  816.  Communicated  to  the 
House  of  Representatives,  December  10,  1822. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  rr 

his  report  on  the  plan  for  a  peace  establishment,  made  Jan 
uary  24,  1824,*  he  said:  "A  great  portion  of  the  science  of 
naval  commanders  can  be  acquired  only  on  the  ocean,  and 
by  years  of  labor  and  discipline.  It  is  vain  to  hope  for  a 
triumphant  defence  of  our  national  interests  and  character 
there  without  we  thoroughly  train,  educate,  and  discipline 
those  who  have  to  fight  our  battles.  To  insure  such  a  defence 
beyond  hazard,  it  is  confidently  believed  that  the  nation  will 
cheerfully  meet  the  requisite  expense.  Connected  with  this 
point  it  is  not  improper  to  suggest  that  the  early  education 
of  most  of  our  officers  is  very  unequal  to  the  character  they 
have  subsequently  to  sustain,  and  that  an  effectual  remedy 
can  be  found  only  in  the  establishment  of  a  naval  school." 
In  another  place  in  the  same  report  he  said :  "Schoolmasters 
are  proposed  for  the  two  highest  rates  of  vessels,  and,  as  we 
have  yet  no  school  for  the  instruction  of  young  officers,  and 
as  the  duties  of  the  chaplains,  both  as  clergymen  and  teachers, 
demand  purity  of  character,  enlargement  of  mind,  and  scien 
tific  attainments,  a  higher  salary  would  be  useful  to  secure 
the  services  of  those  who  are  worthy  of  the  station." 

In  his  annual  report  on  the  condition  of  the  Navy,  made 
December  i,  1824,!  he  said:  "Several  laws  seem  necessary 
to  render  the  establishment  economical  and  efficient;  but 
especially  some  provision  should  be  made  for  the  education 
and  instruction  of  the  younger  officers.  We  have  now  the 
light  of  experience  on  this  point  in  the  Army,  and  its  salutary 
effects  are  very  manifest.  Instruction  is  not  less  necessary  to 
the  Navy  than  to  the  Army." 

One  month  later,  in  a  special  report  \  to  the  President  in 
regard  to  alterations  in  the  organization  of  the. Navy,  Secre- 

*  American  State  Papers,  Naval  Affairs,  i,  907. 
t  American  State  Papers,  Naval  Affairs,  i,  1003. 
t  January  i,  1825.  American  State  Papers,  Naval  Affairs,  2,  44. 


1 6  THE  NAVAL  ACADEMY.  PART  i. 

tary  Southard  pressed  yet  more  earnestly  upon  the  attention- 
of  Congress  the  want  of  a  naval  school:  "There  is  still 
another  alteration  which,  in  my  opinion,  ought  to  be  made,, 
and  which  is  even  more  important  than  those  already  men 
tioned,  to  promote  discipline,  efficiency,  and  economy,  and 
to  prevent  the  recurrence  of  courts-martial  in  the  service — 
the  establishment  of  an  academy,  or  providing  in  some 
effectual  mode  for  the  instruction  of  the  young  officers.  These 
are  taken  from  the  poor,  who  have  not  the  means  of  a  good 
education,  as  well  as  the  rich,  who  have.  They  enter,  from 
the  nature  of  the  duties,  at  so  early  an  age  that  they  cannot 
be  accomplished,  or  even  moderately  accurate,  scholars. 
They  are  constantly  employed  on  shipboard  or  in  our  navy- 
yards,  where  much  advancement  in  learning  cannot  be  ex 
pected.  -Their  pay  will  afford  them  a  support,  but  no  means 
of  literary  improvement.  The  consequence  necessarily  is, 
and  such  is  well  known  to  be  the  fact,  that  very  many  advance 
in  age  and  rise  in  grade  much  less  cultivated  and  informed 
than  their  own  reputation  and  that  of  the  country  require. 
For  this  evil  there  is  but  one  remedy,  and  that  is  to  be  found  in 
the  wisdom  and  beneficence  of  the  Government,  from  which 
they  receive  their  offices,  and  to  whose  honor  and  interest 
they  are  devoted.  It  is  the  formation  of  a  school  which 
shall  combine  literary  with  professional  instruction;  a  compe 
tent  portion  of  common  learning  with  a  profound  knowledge 
of  everything  connected  with  military  science,  seamanship, 
and  navigation;  the  theory  with  the  practice  of  their  profes 
sion.  The  considerations  which  urge  respect  for  this  recom 
mendation  are  connected  with  everything  which  the  nation 
has  to  hope  from  the  naval  establishment.  They  may  be 
glanced  at,  but  cannot  be  suitably  discussed,  in  this  report. 
The  situation  of  our  country,  the  nature  of  its  territory  and 
its  coasts,  the  extent  of  its  commerce,  the  character  of  its  insti- 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  ^ 

tutions  and  its  political  connections,  all  point  unerringly  to 
that  establishment  as  the  security  for  its  peace  and  honor.  It 
no  longer  remains  a  debatable  question  whether  we  shall 
look  to  the  Navy  as  one  of  the  means  by  which  our  interests 
are  to  be  most  cheaply  and  most  securely  protected.  It  has 
been  settled  by  a  course  of  events  which  have  carried  the 
nation  forward  to  a  point  where,  on  this  subject,  it  has  scarcely 
the  liberty  to  choose.  It  has  interests  to  protect  and  duties 
to  discharge  which  it  cannot,  if  it  would,  disregard. 

"  The  problem  now  to  be  solved  by  it  is  in  what  mode  our 
naval  means  may  be  commanded  most  surely,  and  with  the 
least  possible  burden,  combining  most  efficiency  with  the 
smallest  expense. 

"The  answer  is  believed  to  be  plain.  By  giving  to  our 
officers  the  greatest  amount  of  science  and  skill,  by  fitting  all 
to  command  the  vessels  we  may  choose  to  build  and  the  sea 
men  we  may  be  enabled  to  enlist.  By  these  means,  and  these 
only,  may  we,  in  times  of  quiet,  keep  in  employment  as  small 
a  number  of  vessels  as  our  commerce  may  absolutely  require; 
and  yet,  at  the  moment  of  trouble,  swell  it  to  the  full  extent 
which  our  protection  may  demand  and  the  number  of  our 
seamen  will  permit;  the  latter  being  the  only  limit  which  can 
be  placed  to  our  naval  power.  It  is  not,  however,  in  this 
circumstance  alone  that  well-instructed  officers  will  induce 
economy.  The  better  instructed  and  more  intelligent  an 
officer  is,  the  more  skillfully  and  precisely,  and,  of  course,  the 
more  economically,  will  he  perform  the  duties  assigned  him. 
Ignorance  is  always,  skill  never,  prodigal.  There  is  no  busi 
ness,  profession,  or  occupation  in  the  circle  of  society  to  which 
this  principle  applies  with  more  energy  than  to  our  naval 
establishment.  Discipline  and  efficiency,  also,  necessarily 
result  from  the  same  cause.  Educated  in  such  a  school  as  it 
becomes  the  Government  to  establish,  moral  principles  are 
secured,  good  habits  formed,  subordination  learned,  honorable 


jg  THE  NAVAL  ACADEMY.  PART  I. 

feelings  encouraged  and  confirmed,  skill  acquired,  science  and 
discipline  necessarily  combined. 

"The  illustration  of  these  truths  is  before  us  in  another 
branch  of  our  national  defence,  to  which  the  favor  of  the 
Government  has  been  extended;  and  the  suggestion  will  be 
pardoned  that  no  sound  argument  can  be  urged  in  its  favor 
which  does  not  receive  additional  force  from  the  situation  in 
which  the  Navy  is  placed,  and  the  interests  and  hopes  which 
are  connected  with  it. 

"  Our  future  national  conflicts  are  to  rest  principally  on  it, 
come  when  they  may.  It  is  also  the  bearer  of  our  honor 
and  our  fame  to  every  foreign  shore.  The  American  naval 
officer  is,  in  fact,  the  representative  of  his  country  in  every 
port  to  which  he  goes,  and  by  him  is  that  country  in  a  greater 
or  less  degree  estimated.  With  a  well-regulated  national 
pride,  this  consideration  alone  should  insure  him  ample  means 
of  instruction  and  improvement. 

"A  school,  to  be  useful  to  the  Navy,  must  combine  theory 
with  practice.  It  must,  therefore,  be  located  where  the 
attention  may  be  directed  to  the  construction,  equipment, 
armament,  and  sailing  of  vessels.  Governor's  Island,  in  the 
harbor  of  New  York,  seems  to  be  well  fitted  for  all  these 
objects.  The  buildings  and  improvements  already  upon  it, 
with  slight  alterations  and  repairs,  would  probably  be  sufficient 
for  present  accommodation;  and  if  the  public  interests  would 
permit  its  transfer  for  a  time  from  the  War  to  the  Navy 
Department,  and  an  appropriation  were  made  of  $10,000 
for  the  support  of  instructors,  the  school  might  be  put  into 
operation  with  very  little  delay,  and  its  permanent  location 
be  hereafter  determined." 

In  response  to  these  recommendations,  a  resolution  was 
introduced  in  the  House  early  in  the  session*  by  Mr.  Liv- 

*  Januar}  3,  1825.  Gales  &  Seaton's  Register  of  Debates,  i,  pp. 
112,  II3,  127. 


CHAP.  I.         EDUCATION  OF  THE  OLD  NAVY.  ^ 

ingston,  of  Louisiana,  calling  for  a  committee  to  consider  the 
expediency  of  establishing  a  naval  academy.  It  was  briefly 
discussed,  and  excited  little  interest.  The  next  day  it  was 
called  up  again,  and  meeting  with  a  slight  opposition  and 
only  a  feeble  support,  the  question  was  put  and  lost. 

Notwithstanding  this  failure,  the  Secretary  returned  to  the 
attack  again  at  the  beginning  of  the  next  session.  In  his 
report*  of  December  2,  1825,  he  said:  "  Without  an  organi 
zation  of  some  kind,  without  a  revision  of  our  penal  code 
and  of  our  rules  and  regulations,  and  without  a  naval  school, 
tardy  amendments  may  be  made  in  the  naval  service  and  in 
its  administration,  but  it  is  in  vain  to  hope  for  speedy,  useful, 
and  very  practical  changes.  The  power  of  the  Department 
is  unequal  to  such  objects.". 

This  report  was  sent  to  Congress  among  the  executive 
documents  accompanying  the  first  annual  message  of  Presi 
dent  John  Quincy  Adams,  who  had  come  into  office  in  the 
preceding  March.  He  had  held  consultations  with  the  Sec 
retary  on  the  subject,!  and  was  firmly  convinced  of  the  im 
portance  of  the  measure  and  of  the  benefits  that  would  result 
to  the  naval  service.  He  made  special  reference  to  it  in  the 
message,  and  urged  the  necessity  of  immediate  action.  Al 
luding  to  the  early  organization  of  the  Navy,  he  showed  very 
clearly  how  the  service  had  been  left  to  develop  of  itself,  and 
how  little  systematic  attention  had  been  paid  to  its  growing 
wants.  He  said  :  f 

"  Our  Navy  commenced  at  an  early  period  of  our  political 
organization,  upon  a  scale  commensurate  with  the  incipient 
energies,  the  scanty  resources,  and  the  comparative  indigence 
of  our  infancy,  and  was  then  found  adequate  to  cope  with 

*  American  State  Papers,  Naval  Affairs,  2,  98. 

t  Memoirs  of  J.  Q.  Adams,  by  C.  F.  Adams,  7,  pp.  57,  9°- 

t  Gales  &  Seaton's  Register  of  Debates,  ii,  part  2,  p.  6  of  Appendix. 


20  THE  NAVAL  ACADEMY.  PART  I. 

all  the  powers  of  Barbary,  save  the  first,  and  with  one  of  the 
principal  maritime  powers  of  Europe.  But  it  is  only  since 
the  close  of  the  late  war  that,  by  the  number  and  force  of 
the  ships  of  which  it  is  composed,  it  could  deserve  the  name 
of  a  Navy.  Yet  it  retains  nearly  the  same  organization  as 
when  it  consisted  only  of  five  frigates.  The  rules  and  regu 
lations  by  which  it  is  governed  earnestly  call  for  revision, 
and  the  want  of  a  naval  school  of  instruction,  correspond 
ing  with  the  Military  Academy  at  West  Point,  for  the  forma 
tion  of  scientific  and  accomplished  officers,  is  felt  with  daily 
increasing  aggravation." 

About  two  months  after  the  opening  of  the  session,*  Mr. 
Storrs,  of  the  Naval  Committee  of  the  House,  reported  a  bill 
for  the  establishment  of  a  naval  school.  It  proposed  that 
the  President  should  fix  the  location  of  the  school  on  any  of 
the  lands  held  by  the  United  States  for  military  or  naval 
purposes ;  that  he  should  appoint  one  professor  of  natural 
and  experimental  philosophy,  one  professor  of  mathematics 
and  navigation,  one  teacher  of  geography  and  history,  and 
one  of  French  and  Spanish,  and  one  fencing-master ;  for  all 
of  which  an  appropriation  was  made,  the  amount  of  which 
was  to  be  fixed.  Later  in  the  session  the  same  or  a  similar 
bill  was  introduced  in  the  Senate,t  but  neither  of  them  came 
to  anything.  Congress  showed  itself  still  apathetic  in  regard 
to  the  whole  subject. 

About  the  time  when  these  bills  were  under  consideration,  in 
January,  1826,  a  resolution  was  adopted  by  the  Maryland 
House  of  Delegates,  in  session  at  Annapolis,  which  is  of  curi 
ous  interest  in  connection  with  the  history  of  the  Academy. 
It  was  as  follows  : 

"Resolved  by  the  general  assembly  of  Maryland,  That  our 

*  January  20,    1826.     In   Gales  &  Seaton's  Register  of  Debates,   ii, 
p.  1055,  the  text  of  the  bill  is  given  in  full. 
tMay  8,  1826.     Gales  &  Seaton,  ii,  696. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  2I 

Senators  and  Representatives  in  Congress  be,  and  they  are 
hereby,  requested  to  call  the  attention  of  their  respective 
houses  to  the  superior  advantages  which  the  city  of  Annapolis 
and  its  neighborhood  possesses  as  a  situation  for  a  naval  acad 
emy,  and  that  they  use  their  best  exertions  in  favor  of  the 
establishment  of  such  an  institution." 

This  resolution  was  communicated  to  the  Senate  February 
7,  1826,  and  would  doubtless  have  had  some  effect  in  fixing 
the  locality  had  the  school  been  established ;  though  the  de 
cision  in  favor  of  Annapolis  in  1845  had  no  connection  with  it. 

In  the  second  annual  message,  December  5,  1826,  the 
President  again  suggested  the  expediency  of  establishing  a 
school,  together  with  other  improvements  in  the  naval  organ 
ization.  By  this  time  the  attention  of  Congress,  or  at  least 
of  the  Naval  Committees,  had  become  aroused,  and  a  bill 
for  the  gradual  improvement  of  the  Navy  was  introduced  in 
the  Senate,*  embracing  several  measures,  and  especially  the 
foundation  of  an  academy.  It  was  wider  in  its  scope  than  the 
bill  of  the  last  session,  and  less  specific  in  its  details,  giving  am 
pler  powers  to  the  President,  and  leaving  more  to  his  discretion. 
It  met  with  warm  opposition,  and  led  to  many  spirited  de 
bates,  in  which  the  proposed  academy  was  advocated  with 
great  eloquence  and  ability  by  Robert  Y.  Hayne,  of  South 
Carolina,  the  projector  of  the  bill,  and  by  others,  especially 
General  William  H.  Harrison,  Asher  Robbins,  of  Rhode 
Island,  and  Samuel  Smith,  of  Maryland.  It  passed  the  Sen 
ate,  but  the  House  made  several  amendments,  one  of  which, 
to  strike  out  the  clauses  relating  to  the  academy,  was  carried 
by  a  vote  of  86  to  78.  The  Senate  refused  to  agree  to' any  of 
the  amendments,  except  the  one  mentioned,  which  was  carried 
by  a  vote  of  22  to  21.  The  House  finally  yielded  the  other 

*  February  15,  1827.  Gales  &  Seaton,  iii,  348,  379,  501,  506-524, 
1363,  1500. 


2 2  THE  NA  VAL  ACADEMY,  PART!. 

points,  and  the  bill  in  its  modified  form  became  a  law.  But 
for  this  majority  of  one  in  the  Senate,  the  academy  might 
now  be  in  its  fiftieth  instead  of  its  thirtieth  year  of  existence. 

At  the  opening  of  the  next  Congress,  Secretary  Southard 
again  "respectfully  but  earnestly"  presented  the  subject  of 
a  naval  school  to  the  consideration  of  the  Government.  He 
said :  *  "  The  reason  for  the  preference  of  the  Army  over  the 
Navy  in  this  respect  is  not  perceived;"  a  statement  which  no 
one  could  controvert.  The  President  in  his  message  reiter 
ated  with  still  greater  emphasis  the  old  arguments  :t 

"  The  establishment  of  a  naval  academy,  furnishing  the 
means  of  theoretic  instruction  to  the  youths  who  devote  their 
lives  to  the  service  of  their  country  upon  the  ocean,  still 
solicits  the  sanction  of  the  Legislature.  Practical  seamanship 
and  the  art  of  navigation  may  be  acquired  upon  the  cruises 
of  the  squadrons  which,  from  time  to  time,  are  dispatched 
to  different  seas  ;  but  a  competent  knowledge  even  of  the  art 
of  ship-building,  the  higher  mathematics,  and  astronomy ;  the 
literature  which  can  place  our  officers  on  a  level  of  polished 
education  with  the  officers  of  other  maritime  nations ;  the 
knowledge  of  the  laws,  municipal  and  national,  which,  in  their 
intercourse  with  foreign  states  and  their  governments,  are 
continually  called  into  operation ;  and,  above  all,  that  ac 
quaintance  with  the  principles  of  honor  and  justice,  with  the 
higher  obligations  of  morals,  and  of  general  laws,  human  and 
divine,  which  constitute  the  great  distinction  between  the 
warrior-patriot  and  the  licensed  robber  and  pirate  ;  these  can 
be  systematically  taught  and  eminently  acquired  only  in  a 
permanent  school,  stationed  upon  the  shore,  and  provided 
with  the  teachers,  the  instruments,  and  the  books  adapted  to 

*American  State  Papers,  Naval  Affairs,  3,  p.  54. 

t  Third  Annual  Message,  December  4,  1827.  Gales  &  Seaton,  ii,  p. 
2784. 


CHAP.  I.         EDUCATION  OF  THE  OLD  NAVY.  2^ 

the  communication  of  the  principles  of  these  respective  sci 
ences  to  the  youthful  and  inquiring  mind." 

No  action  followed  the  message,  and  the  Navy  remained 
without  a  school.  In  1829,  when  Jackson  became  President, 
John  Branch  succeeded  Southard  as  Secretary  of  the  Navy. 
In  two  successive  reports  he  called  attention  to  the  want  of 
a  school,  but  without  success.  In  the  first  annual  report  on 
the  condition  of  the  Navy,*  December  i,  1829,  he  brought 
forward  some  new  arguments  in  its  favor.  "  The  establish 
ment  of  schools  for  the  junior  officers  of  the  Navy,  in  the 
various  branches  of  science  appertaining  to  their  profession 
has  so  often  been  recommended  to  the  favorable  considera 
tion  of  Congress,  and  has  so  uniformly  been  passed  by  with 
out  obtaining  their  sanction,  that  it  is  with  reluctance  that  the 
•subject  is  again  introduced  to  their  notice.  A  firm  belief, 
however,  that  its  tendency  would  be  to  qualify  them  for  a 
•better  discharge  of  the  high  trust,  which  may,  at  some  future 
day,  devolve  upon  them  in  their  capacities  as  commanders, 
forms  a  sufficient  motive  for  renewing  the  recommendation. 
It  has  been  remarked  by  a  naval  officer  of  much  experience 
and  observation  that  no  inconvenience  in  the  Navy  is  more 
sensibly  felt  than  the  general  ignorance  of  the  officers  of 
foreign  languages,  in  addition  to  which  there  is  often  great 
difficulty  in  procuring  competent  and  proper  persons  to  act  in 
their  ships  of  war  as  interpreters  and  linguists ;  nor  has  any 
allowance  ever  been  made  by  Congress  for  the  pay  and  sub 
sistence  of  such  persons.  The  perplexities  and  disadvantages 
under  which  our  officers  are  placed  by  these  circumstances 
may  readily  be  conceived.  They  are  brought  into  contact 
during  their  cruises  with  nations  speaking  different  languages ; 
subject  to  be  drawn  into  correspondence  with  the  authorities 
•of  different  places  ;  under  the  necessity  often  to  board  vessels 

*  American  State  Papers,  Naval  Affairs,  3,  p.  350. 


2  4  THE  NA  VA L  A  CA DEM } '.  PART  I . 

of  other  nations  for  the  purpose  of  examining  their  papers 
and  documents;  and  often  without  the  ability  to  understand 
their  import  and  tendency.  In  time  of  war  valuable  prizes 
are  lost  from  an  inability  to  translate  their  papers  and  to  de 
tect  covered  property  and  simulated  documents ;  unnecessary 
and  illegal  detentions  of  vessels  are  made,  and  consequent 
damages  obtained  from  the  Government. 

"  The  schools  which  have  been  employed  at  New  York* 
and  Norfolk  in  the  instruction  of  midshipmen  in  the  element 
ary  branches  of  mathematics  have  been  mere  temporary 
arrangements  made  by  the  Department,  and  have  never 
been  fostered  or  recognized  by  law.  Their  introduction  into 
use  has  not  been  effected  by  means  very  regular  or  direct, 
but  they  have  been  tolerated  by  Government,  having  been 
found  useful,  notwithstanding  the  very  limited  range  of 
instruction  afforded  by  them.  It  is  respectfully  proposed 
that,  until  some  better  system  can  be  matured,  these  schools 
be  authorized  by  law,  and  that  such  appropriation  be  made 
for  their  extension  and  support  as  will  enable  young  officers 
to  acquire  a  knowledge  of  such  foreign  languages  as  may  be 
important  for  them  to  possess  in  the  future  pursuit  of  their 
profession." 

In  his  next  annual  reportt  Secretary  Branch  used  the  same 
strong  arguments,  dwelling  specially  upon  the  necessity  of 
giving  naval  officers  a  thorough  training  in  international 
law  and  in  the  law  of  courts-martial;  and  he  contrasted 
forcibly  the  elaborate  school  which  had  been  given  to  the 
Army,  with  the  pitiful  provision  of  twenty-five  dollars  per 
month  allowed  to  the  schoolmasters  on  board  the  larger 
ships  of  war;  but  all  to  no  purpose. 

*The  Naval  Register  for  the  years  1827  and  1828  mentions  nine  chap 
lains  in  the  .service,  and  one  of  them  is  specified  as  being  on  duty  at  the 
"naval  school,  New  York." 

t  See  Appendix  A,  where  the  extract  is  given  in  full. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY. 


25 


Three  years  afterwards,  when  Secretary  Woodbury  was  at 
the  head  of  the  Navy  Department,  "  A  bill  relative  to  naval 
schools"  was  introduced  in  the  House  by  the  Naval  Commit 
tee.*  The  object  of  the  bill  was  not  to  establish  any  new  sys 
tem  of  instruction,  but  to  make  the  existing  system  more  effi 
cient.  It  appears  from  the  report  of  the  committee  that  there 
were  at  this  time  three  "  naval  schools,"!  as  they  were  called, 
in  existence,  connected  with  the  navy-yards  at  Boston,  New 
York,  and  Norfolk.  Attached  to  each  were  one  or  two  instruct 
ors  and  a  few  pupils.  The  Department  had  lately  issued  an 
order  (so  called  in  the  report,  but  more  properly  a  suggestion)  to 
all  midshipmen  not  otherwise  employed  to  repair  to  one  of  these 
schools  to  receive  instruction ;  but  as  there  was  no  provision 
for  allowing  them  traveling  expenses,  few  had  taken  advan 
tage  of  it.  This  difficulty  the  new  bill  proposed  to  remove,. 

*  See  Appendix  B  for  report  of  committee  and  draught  of  bill. 
t  See  American  State  Papers,  Naval  Affairs,  4,  486. 

Statement  of  the  actual  condition  of  the  naval  schools  as  at  present  or 
ganized,  the  mtmber  and  character  of  the  professors  employed,  of  youths 
instructed,  and  the  annual  expenditures  to  maintain  them,  December, 
1833- 


Number  and  character  of 
professors. 

Number  of 
youths  in 
structed. 

Annual  expenses. 

General  remarks. 

Pay,&c. 

Contingencies. 

BOSTON. 

1 

One  teacher  of  mathematics 
and  languages. 

6 

$981  75 

1  Small     amount 
for  books,  in- 

Since  the  late 
order  the  num 

NEW  YORK. 

One  teacher  of  mathemat-  ") 
ics. 
One  teacher  of  languages.  J 

"1 

981  75 
"662  50 

i    struments,and 
1    stationery. 
Quarters      o  r 
•  rooms  are  fur 

bers  wi}l,atthe- 
\  endofthisquar- 
ter,     probably 
be   more   than 

NORFOLK. 

nished    in  re 

doubled. 

One  teacher  of  mathematics 

31 

981  75 

ceiving-ships. 

26  THE  NAVAL  ACADEMY.  PART  I. 

as  well  as  that  which  arose  from  the  want  of  competent 
teachers  and  from  the  low  rate  of  compensation.  It  provided 
that  the  chaplains  and  schoolmasters  should  receive  $1,200 
a  year,  and  that  the  former  should  be  required,  in  addition 
to  the  duties  now  imposed  upon  them,  to  instruct  the  junior 
officers  in  mathematics,  in  natural  and  moral  philosophy,  in 
history,  and  in  such  other  branches  of  science  as  might  be 
deemed  by  the  Secretary  best  calculated  to  advance  the  in 
terests  of  the  service.  • 

The  tendency  of  this  measure  was  to  increase  the  faults  of 
the  old  system,  by  giving  the  chaplain  more  work  that  was 
foreign  to  his  profession,  about  which  even  the  best  chaplain 
could  not  be  presumed  to  know  much.  Teaching  was  still 
to  be  given  largely  at  sea ;  and  the  shore-schools  were  to  be 
carried  on  without  any  uniform  system  or  careful  supervision. 
The  bill  failed  to  meet  with  hearty  support,  even  from  the 
Secretary,  and  it  led  to  nothing. 

Next  year,  however,  one  feature  of  it  was  adopted — that 
relating  to  the  pay  of  instructors.  In  the  act  to  regulate  the 
pay  of  the  Navy,*  the  compensation  of  professors  of  mathe 
matics,  when  attached  to  vessels  for  sea-service,  or  in  a  yard, 
was  fixed  at  $1,200;  and  from  this  period  dates  the  first 
connection  of  some  of  the  more  eminent  men  of  that  corps 
with  the  service.  Secretary  Dickerson,  in  his  report  f  on  the 
condition  of  the  Navy  in  the  following  December,  spoke  01 
the  importance  of  the  change,  and  of  the  regulations  which 
had  been  adopted  with  a  view  to  getting  the  best  men  for 
the  vacant  professorships.  He  pointed  to  the  need  of  an 
institution,  and  suggested  sending  a  class  of  100  midshipmen 
to  West  Point  to  receive  scientific  instruction.  This  sug 
gestion  was  never  acted  upon ;  the  schools  were  continued 

*  Approved  March  3,  1835,  Statutes  at  Large,  4. 
t  See  Appendix  C  for  extract  in  full. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  2j 

Sit  the  navy -yards,  and  schoolmasters  (or  professors,  as  they 
were  usually  called)  were  ordered  to  sea.  The  number  of 
teachers  was  not  fixed  by  law,  and  it  varied  according  to  the 
wants  of  the  service  and  the  balance  of  the  contingent  fund 
of  the  naval  appropriation.* 

The  inducements  of  higher  pay  secured  the  services  of 
good  men  as  teachers,  but  they  had  no  better  opportunities 
than  their  predecessors.  They  continued  to  be  the  compan 
ions  of  their  pupils,  until  by  a  special  act  of  Congress,t  passed 
solely  for  this  purpose  in  1842,  it  was  provided  that  professors 
of  mathematics  in  the  Navy  should  be  entitled  to  live  and 
mess  with  the  lieutenants  of  sea-going  and  receiving  vessels. 

Before  this  time  the  officers  of  the  Navy  had  themselves 
set  on  foot  a  movement  to  bring  the  wants  of  the  service  to 
the  notice  of  Congress.  A  meeting  of  officers  was  held  on 
board  the  U.  S.  S.  Constitution,  and  an  earnest  protest  was  sent 
to  the  Secretary  of  the  Navy.  The  resolutions  were  signed  by 
fifty-five  officers,  several  of  whom  are  still  in  the  service,  and 
among  them  the  present  Vice-Admiral  of  the  Navy.  The 
report  of  the  proceedings,  transmitted  to  the  Senate  April 
23,  1836,  is  given  in  full :  J 

"  At  a  meeting  of  the  commissioned  and  warrant  officers 
of  the  United  States  Ship  Constitution,  held  on  board  for  the 
purpose  of  concerting  measures  to  effect  the  establishment  of 
a  naval  academy,  the  following  preamble  and  resolutions 
were  unanimously  agreed  to : 

"  Whereas,  having  ever  felt  the  most  ardent  desire  to  prose 
cute  successfully  the  profession  to  which  we  are  devoted,  to 
advance  the  interests  of  the  Navy,  and  to  perpetuate*  the 
commercial  prosperity  of  our  common  country,  consigned  in 

*  The  table  given  on  page  —  will  show  the  extent  of  this  variation. 

t  Approved  August  31,  1842. 

t  From  the  copy  in  American  State  Papers,  Naval  Affairs,  4,  884. 


28  THE  NAVAL  ACADEMY.  PART  I. 

part  to  our  safe-keeping;  and  taught  by  the  experience  of  the 
past  that  neither  industry  nor  talent  can  spare  the  advantages 
offered  by  early  education,  earnestly  desirous  of  the  means  of 
securing  it,  and  deploring  the  inadequacy  of  the  existing 
system  to  accomplish  either  the  object  of  the  Government  or 
to  meet  our  heartfelt  wishes  for  professional  instruction,  and 
believing,  as  we  do,  that  a  respectful  representation  of  the 
anxious  hopes  which  the  entire  Navy  have  ventured  to  indulge 
for  so  many  years,  and  to  the  consummation  of  which  they 
look  with  the  deepest  interest,  will  receive  the  consideration 
to  which  so  excellent  an  object  is  entitled,  and  find  from 
liberal  authorities  that  indulgence  which  is  ever  acceded  to 
generous  aspirations  and  laudable  exertions;  we  have,  there 
fore, 

"  i.  Resolved,  That  we  deem  education  to  be  of  peculiar 
importance  to  the  sea-officer,  and  that  amid  the  progressive 
improvements  in  the  arts  and  sciences  which  distinguish  the 
present  age  the  military  marine  would  be  most  conspicuous 
if  guided  in  its  advance  by  the  lights  of  education. 

"  2.  Resolved,  That  we  look  to  the  establishment  of  a  naval 
school  as  the  only  means  of  imparting  to  the  officers  of  the 
Navy  that  elementary  instruction  in  scientific  knowledge 
which  at  the  present  day  has  become  almost  indispensable 
to  the  military  seaman. 

"  3.  Resolved,  That  from  circumstances  arising  in  part  from 
professional  causes,  the  ship's  schoolmaster  can  rarely,  if  ever, 
impart  such  elementary  or  scientific  knowledge,  or  advance 
the  education  of  the  naval  officer,  and  that  were  the  office 
absolutely  abolished  (of  so  little  utility  is  it)  that  no  evil 
would  arise  therefrom. 

"4.  Resolved,  That  believing  the  expense  incurred  by  Gov 
ernment  in  providing  ships'  schoolmasters  and  professors  of 
mathematics  for  the  benefit  of  the  junior  officers  of  the  Navy 


CHAP.  I.         EDUCATION  OF  THE  OLD  NAVY.  2g 

(and  from  which  little  or  no  advantage  is  derived)  would 
liberally  sustain  a  scientific  institution,  we  should  see  with 
pleasure  said  funds  directed  to  the  establishment  and  sup 
port  of  a  naval  school. 

"  5.  Resolved,  That  copies  of  these  proceedings  be  furnished 
to  the  Secretary  of  the  Navy,  with  a  request  that  he  will 
lend  his  countenance  and  support  to  our  undertaking. 

"  6.  Resolved,  That  we  will  severally  and  collectively  use 
our  most  strenuous  exertions  to  effect  an  object  so  dear  to 
us,  and  which  promises  to  confer  so  much  dignity  upon  the 
Navy,  so  much  honor  on  our  beloved  country. 

"  7.  Resolved,  That  a  committee  of  ten  be  appointed  to 
take  charge  of  the  subject,  and  conduct  it  to  its  final  dis 
position. 

"  8.  Resolved,  That  the  Secretary  of  the  Navy  be  requested 
to  lay  a  copy  of  the  foregoing  resolutions  before  the  Presi 
dent  of  the  United  States,  and  that  a  copy  of  them  be  sent 
to  the  chairman  of  the  Committee  on  Naval  Affairs  in  the 
Senate  and  in  the  House  of  Representatives. 

"J.  B.  MONTGOMERY,  Lieutenant. 

"F.  ELLERY,  Lieutenant. 

"ISAAC  BRINCKERHOFF,  Assistant  Surgeon. 

"  EDW.  C.  RUTLEDGE,  Lieutenant. 

"  G.  F.   PEARSON,  Lieutenant. 

"JAMES  FERGUSON,  Master. 

"  THOMAS  THEO.  SLOAN,  Lieutenant  Marines. 

"*LEVIN  MYNN  POWELL,  Lieutenant,  (now  Rear- Admiral.} 

"THOMAS  I.  BOYD,  Surgeon. 

"JAMES  EVERETT,  Chaplain. 

"  HENRY  ETTING,  Purser. 

"JOS.  L.  C.  HARDY,  Lieutenant  U.  S.  M.  C. 

"MONTGOMERY  LEWIS,  Passed  Midshipman. 

"  J.  W.  REVERE,  Passed  Midshipman. 

"  CHAS.  CRILLON  BARTON,  Passed  Midshipman. 

*  The  names  starred  are  those  of  officers  still  in  the  service. 


30  THE  NAVAL  ACADEMY.  PART  I. 

"JAMES  B.  LEWIS,  Midshipman. 

"R.  LLOYD  TILGHMAN,  Midshipman. 

"JNO.  N.   MAFFIT,  Midshipman. 

"  GEO.  T.  SINCLAIR,  Midshipman. 

"GEO.  W.  RANDOLPH,  Midshipman. 

"JOHN  F.  MERCER,  Passed  Midshipman. 

"* FRANCIS  S.   HAGGERTY,  Midshipman,  (now  Captain.} 

"B.  F.  SHATTUCK,  Midshipman. 

"*JOHN  M.  BERRIEN,  Passed  Midshipman,  (now  Commodore.} 

"JAMES  L.  HENDERSON,  Passed  Midshipman. 

"  JAMES  W.   COOKE,  Passed  Midshipman. 

"*  WILLIAM    RONCKENDORFF,    Midshipman,    (now    Commo 
dore.  ) 

"E.  E.   ROGERS,  Midshipman. 

"*  STEPHEN   D.    TRENCHARD,    Midshipman,    (now  Rear-Ad 
miral.*) 

"A.  H.UBLEY  JENKINS,  Midshipman. 

"W.  T.  MUSE,  Passed  Midshipman. 

"JAMES  F.  DUNCAN,  Passed  Midshipman. 

"FREDERICK  OAKES,  JR.,  Passed  Midshipman. 

"W.  C.  NICHOLSON,  Lieutenant. 

"  F.  A.  NEVILLE,  Lieutenant. 

""CHARLES  STEEDMAN,  Passed  Midshipman,  (now  Rear- Ad 
miral.} 

"  FRANCIS  P.   HOBAN,  Midshipman. 

""WILLIAM    RADFORD,    Passed  Midshipman,   (ncnu   Rear-Ad 
miral.') 

"ROBERT  WOODWORTH,  Assistant  Surgeon. 

"The  undersigned,  officers  of  the  United  States  ship  Van- 
dalia,  concur  entirely  in  the  above  preamble  and  resolutions. 

"  THOMAS  T.  WEBB,  Master,  Commandant. 

"  ISAAC  N.  BROWN.  Midshipman. 

"EDWIN  A.  DRAKE,  Midshipman. 

"*R.  N.   STEMBEL,  Midshipman,  (now  Rear-Admiral.) 

"FAYETTE  MEYNARD,  Midshipman. 

"*S.  C.  ROWAN,  Acting  Master,  (now  Vice- Admiral  of  the  Navy.}- 

"WILLIAM  M.  WALKER,  Passed  Midshipman. 

"C.  A.   HASSLER,  Assistant  Surgeon. 

"E.  T.  DOUGHTY,  Lieutenant.^ 


CHAP.  I.         EDUCATION  OF  THE  OLD  NAVY.  ^ 

"  THOS.  W.  GUMMING,  Midshipman. 

"WILLIAM  PLUMSTEAD,  Surgeon. 

"E.  MUSSON,  Midshipman. 

"  FRANCIS  ALEXANDER,  Midshipman. 

"M.   C.  WATKINS,  Midshipman. 

"  WILLIAM  SMITH,  Lieutenant. 

"JAMES  BROOKS,  Purser:'1 

The  resolutions  were  transmitted  by  the  Secretary  of  the 
Navy  to  Congress,  and  the  Naval  Committee  of  the  Senate, 
of  which  Ex-Secretary  Southard  was  a  prominent  member, 
made  a  favorable  report.*  The  report  was  similar  in  argu 
ment  and  expression  to  many  of  the  reports  made  by  South 
ard  on  the  same  subject  when  Secretary;  but,  like  so  many 
earlier  efforts  at  legislation,  it  failed  to  produce  any  result, 
partly  from  party  opposition,  and  partly  from  a  dread  of  the 
expense  it  might  possibly  entail  upon  the  Government. 

In  1838  the  Secretary  of  the  Navy,  J.  K.  Paulding,  in  his 
annual  report,  dated  November  30,  again  mentioned  the 
subject : 

"  The  subject  of  a  naval  academy  has  been  more  than  once 
presented  for  consideration.  Such  an  institution  is  earnestly 
desired  by  the  officers  of  the  Navy,  and  it  is  believed  would 
greatly  conduce  to  the  benefit  of  the  service  generally.  The 
propriety  of  affording  young  midshipmen  the  means  and 
opportunities  for  the  acquisition  of  that  knowledge  and  those 
sciences  which  are  either  absolutely  necessary  or  highly  use 
ful  to  their  profession,  would  seem  to  have  been  recognized 
by  Congress  in  the  liberal  provision  for  teachers  and  profess 
ors  of  mathematics  on  board  our  ships  of  war  and  at  the 
principal  navy-yards.  Those,  however,  who  have  had-  the 
best  opportunities  for  observing  the  practical  operation  of 
this  system  are  of  opinion  that  it  does  not  answer  the  pur- 

*  May  16,  1836.     See  Appendix  D. 


32  THE  NAVAL  ACADEMY.  PART  I. 

poses  for  which  it  was  intended,  and  that  other  and  more 
effectual  means  are  required." 

In  March,  1839,  the  first  appropriation  was  made  for  build 
ing  three  steam-vessels  for  the  Navy.*  This  was  the  begin 
ning  of  a  change  in  the  motive-power  of  vessels  that  was 
destined  to  revolutionize  the  methods  of  naval  warfare  and 
the  character  of  the  naval  profession.  The  skillful  handling 
of  a  ship  under  sail  was  the  chief  accomplishment  of  the  old 
sea-captain,  and  could  be  learned  nowhere  so  well  as  on  the 
deck  of  the  vessel  itself;  and  a  certain  period  of  sea-training 
early  in  life  was  necessary  to  make  a  successful  officer.  By 
the  introduction  of  steam,  though  practical  seamanship  was 
still  an  essential,  other  things  were  superadded  with  which  a 
naval  officer  must  be  familiar  if  he  would  assist  instead  of 
retarding  the  development  of  his  profession.  The  progress 
of  science  was  to  have  a  new  interest  and  a  new  importance 
for  him.  Hence,  if  the  school  was  a  want  of  the  service 
before,  it  now  became  a  necessity.  Though  schoolmasters 
might  have  been  able  to  teach  young  officers  something 
of  the  theory  of  navigation  at  sea,  and  chaplains  to  supply 
in  some  measure  the  defects  in  the  early  education  of  mid 
shipmen,  when  stationed  for  a  few  months  at  a  navy-yard,  it 
was  not  to  be  supposed  that  either  of  these  classes  of  teachers, 
situated  as  they  were,  could  give  even  an  empirical  knowl 
edge  of  the  laws  of  physics  or  the  workings  of  marine  engines. 
Accordingly,  the  Secretary  of  the  Navy,  Abel  P.  Upshur,  in 
1841,  called  attention  once  more  to  the  urgent  need  of  a 
naval  school :  t 

"The  propriety  of  establishing  naval  schools  has  frequently 
been  submitted  to  the  consideration  of  Congress.     I  again 

*  Approved  March  3,  1839. 

t  Executive  Documents,  Twenty-seventh  Congress,  second  session,  No. 
2,  p.  364. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY. 

respectfully  bring  it  to  your  notice,  as  a  subject  of  increasing 
interest  to  the  Navy.  The  use  of  steam-vessels  in  war  will 
render  necessary  a  different  order  of  scientific  knowledge 
from  that  which  has  heretofore  been  required.  This  impor 
tant  object  can  be  best  attained  by  the  establishment  of  naval 
schools,  provided  with  the  necessary  means  of  uniting  practice 
with  theory.  The  advantages  which  the  Army  has  derived 
from  the  Academy  at  West  Point  afford  a  sufficient  proof 
that  a  similar  institution  for  the  Navy  would  produce  like 
results. 

"The  professors  of  mathematics  have  no  permanent  con 
nection  with  the  Navy,  but  are  called  in  only  as  their  serv 
ices  are  needed,  and  are  not  paid  except  when  on  actual 
duty.  The  consequence  is  that  they  cannot  rely  on  this 
employment  for  support,  and  are  often  reluctantly  driven  to 
other  pursuits.  It  is  to  be  presumed  that  men  whose  talents 
and  attainments  qualify  them  to  be  teachers  in  the  Navy  are 
equally  qualified  to  be  teachers  on  land;  and  as  this  latter  is 
the  less  precarious  position,  the  best  qualified  will  be  the  most 
apt  to  seek  it.  Hence  the  Department  cannot  rely  with  any 
assurance  on  being  able  to  command  suitable  professors  at 
all  times  when  their  services  may  be  required.  It  is,  I  think, 
of  great  importance,  that  some  provision  should  be  made  on 
this  subject.  I  also  recommend  that  a  certain  rank  or  posi 
tion  be  given  to  the  professors,  which  will  relieve  them  from 
the  necessity  of  messing  and  sleeping  with  their  pupils.* 
This  close  and  constant  association  is  well  calculated  to 
weaken  the  respect  and  influence  which  their  relation  to  the 
young  officers  ought  to  inspire,  and  which  is  necessary  to 
give  due  effect  to  their  instructions.  I  doubt  whether  their 
services  upon  the  present  system  are  worth  the  money  which 

*  This  objection  to  the  position  of  professor  was  removed,  as  has  been 
already  stated,  in  the  following  summer. 
3 


34 


THE  NA  VAL  ACADEMY.  PART  I. 


they  cost,  although  they  would  be  highly  valuable  under 
proper  regulations." 

In  the  following  August  *  a  bill  was  introduced  in  the  Sen 
ate  to  establish  five  naval  schools,  at  unoccupied  fortifications 
to  be  transferred  from  the  War  Department  to  the  Navy. 
After  a  short  discussion,  the  bill  was  amended  so  as  to  pro 
vide  for  only  one  school,  at  some  fortification  near  Fortress 
Monroe.  In  this  form  it  passed  easily  by  a  large  majority, 
only  five  Senators  voting  in  the  negative,  t  Congress,  how 
ever,  adjourned  soon  afterwards,  and  the  bill  was  never  reached 
in  the  House. 

In  his  annual  report  of  December,  1842,  Secretary  Upshur 
called  attention  to  the  need  of  statutory  enactments  provid 
ing  for  the  selection  and  appointment  of  midshipmen :  "  The 
Department  has  been  left  free  to  appoint  whom  it  pleased, 
and  as  many  as  it  pleased,  without  any  law  whatever  to  guide 
or  regulate  its  judgment." 

As  a  remedy  for  the  existing  evils,  he  proposed  : 

"i.  The  naval  establishment  shall  be  fixed  by  law,  ascer 
taining  the  number  of  officers  to  be  allowed  in  each  grade.  *  * 

"2.  There  should  be  established  proper  naval  schools  on 
shore.  Little  or  no  attention  has  hitherto  been  paid  to  the 
proper  education  of  naval  officers.  Through  a  long  course  of 
years  the  young  midshipmen  were  left  to  educate  themselves 
and  one  another ;  and  it  is  creditable  to  them  that  they  lost  few 
opportunities  of  doing  so.  Suitable  teachers  are  now  pro 
vided  for  them ;  but  their  schools  are  kept  in  receiving-ships 
and  cruising-vessels,  in  the  midst  of  a  thousand  interruptions 
and  impediments,  which  render  the  whole  system  of  little  or 

*  Debated  August  8  and  9,  1842.  See  Benton's  Abridgment  of  Debates, 
xiv,  p.  478. 

t  Executive  Document,  Twenty-seventh  Congress,  third  session,  No.  2, 
p.  539  et  sey. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY. 

no  value.  Under  such  circumstances,  the  foundation  of  a 
solid  education  can  rarely  be  laid.  This  subject  was  brought 
to  the  attention  of  Congress  at  its  last  session;  I  again  ear 
nestly  recommend  it.  The  schools  shall  be  established  at  such 
of  the  old  military  fortifications  on  the  seaboard  as  may  afford 
suitable  accommodations,  and  as  may  not  be  required  by  the 
War  Department.  The  officers  and  teachers  shall  be  sup 
plied  from  those  actually  in  the  naval  service,  and  all  nautical 
instruments,  boats  for  practice,  &c.,  shall  be  furnished  from 
the  Navy." 

In  continuation,  he  dwelt  upon  the  fact  that  the  West 
Point  cadets  were  furnished  with  an  education  which  naval 
officers  lacked,  though  the  latter  "  need  it  much  more,  and  have 
fewer  opportunities." 

The  evil  alluded  to  in  regard  to  the  selection  of  midship 
men  had  long  existed,  and  steps  had  been  taken  to  remove 
it.  By  an  act  approved  August  4,  1842,  the  appointment  of 
midshipmen  had  been  limited  to  the  number  in  the  service  on 
the  ist  of  January,  1841,*  beyond  which  they  were  not  to 
be  increased  till  the  further  order  of  Congress ;  but  no  pro 
vision  was  made  for  their  distribution.  As  a  consequence, 
certain  sections  of  the  country  were  far  more  highly  favored 
than  others. t  This  was  corrected  by  a  clause  in  the  appro 
priation  bill  approved  March  3,  1845,  providing  that  mid 
shipmen  should  be  appointed  from  each  State  and  Territory 
in  proportion  to  the  number  of  Representatives  and  Delegates, 
the  appointee  being  an  actual  resident  of  the  State  from 
which  he  was  appointed.  As  it  was  impossible  for  the  Secretary 

*  Modified  by  act  3d  August,  1848,  so  as  to  extend  to  464  midshipmen. 

t  According  to  a  statement  of  Mr.  Everett,  in  a  debate  on  the  naval 
appropriation  bill  in  the  House  of  Representatives,  May  13,  1842,  out 
of  158  midshipmen  appointed  in  the  past  year,  31  were  from  Virginia,  20 
from  the  District  of  Columbia,  and  19  from  Maryland.  See  Army  and 
Navy  Chronicle  for  May  31,  1842. 


3  6  THE  NAVAL  ACADEMY.  PART  I. 

of  the  Navy  to  know  much  about  the  inhabitants  of  each 
congressional  district,  he  naturally  came  to  rely  somewhat 
upon  the  testimony  of  the  member  representing  the  district  in 
regard  to  the  fitness  of  an  applicant  for  appointment.  From 
this  it  was  an  easy  step  to  the  present  system,  legalized  by  the 
act  of  August  31,  1852,  by  which  no  one  can  be  appointed  a 
midshipman  except  on  the  recommendation  of  the  member 
of  Congress  representing  the  district  in  which  the  applicant 
resides.  This  system  had  already  been  adopted  in  making 
appointments  of  cadets  at  West  Point. 

Between  1842  and  1845  the  subject  of  improved  instruc 
tion  for  the  Navy  came  constantly  before  the  public,  in  the 
shape  of  bills  introduced  in  Congress,  petitions,  reports  of  the 
Secretary  of  the  Navy,  and  articles  in  the  newspapers.*  The 
existing  system  of  schools  at  the  navy-yards  and  on  ship 
board  was  the  object  of  much  unfavorable  criticism,  as  well 
as  the  corps  of  professors  itself. 

Early  in  1844^  Senator  Bayard  introduced  a  bill  providing 
for  the  establishment  of  schools  of  instruction  in  the  naval 
service,  and  two  weeks  later  J  the  same  Senator  presented 
a  memorial  from  the  officers  of  the  United  States  Ship 
Vincennes,  praying  that  the  office  of  professor  of  mathematics 
be  abolished  and  that  naval  schools  of  instruction  be 
established  in  its  stead.  About  the  same  time  a  report  §  on 
the  organization  of  the  Navy,  prepared  by  Commodore 
Charles  Stewart,  was  transmitted  to  Congress  by  the  Secre 
tary  of  the  Navy.  Commodore  Stewart  advocated  a  school 
with  a  limited  course  of  instruction,  with  special  reference  to 

*  See  files  of  the  Madisonian,  the  Southern  Literary  Messenger,  and 
Army  and  Navy  Chronicle,  for  these  years. 

t  January  23.     See  Army  and  Navy  Chronicle  February  I,  1844. 
\  February  3.     Army  and  Navy  Chronicle  February  8.  1844. 
§  February  i,  1844.     Army  and  Navy  Chronicle  April  4,  1844. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  ^ 

mathematics,  languages,  international  law,  and  the  principles 
and  mechanism  of  the  steam-engine. 

The  position  of  the  professors  was  still  in  many  respects 
unfortunate.  They  had  no  rank,  and  only  within  two  years 
had  they  been  quartered  apart  from  their  pupils ;  and  their 
pay  was  intermitted  when  they  were  not  actually  performing 
duty.*  This  point  is  of  importance,  as  it  had  a  direct  bear 
ing  upon  the  foundation  of  the  Naval  Academy,  and  was  in 
this  way  a  fortunate  thing  for  the  service ;  but  it  made  a 
serious  reduction  in  the  compensation  of  professors,  and  com 
pelled  them  to  take  short  and  infrequent  vacations. 

In  1842  Mr.  Fessenden  had  introduced  a  bill  in  the  House 
to  give  professors  commissions  with  rank  and  continuous  pay, 
thus  placing  them  on  the  same  footing  as  the  pursers,  sur 
geons,  and  other  staff-officers;  but  the  attempt  failed  at  that 
time.  For  six  years  the  professors  kept  up  their  efforts  to 
improve  their  position  ;  and  finally,  in  1848,  an  act  was  passed 
limiting  their  number  to  twelve,  and  giving  them  the  privi 
leges  they  had  asked  for-.t 

In  the  mean  time  other  changes  had  taken  place  which  had 
a  direct  influence  upon  the  reform.  In  1840,  the  professors 
on  duty  at  the  four  great  naval  stations  were  employed  at 

*  See  a  letter  of  "  A  Veteran  Professor  "  on  this  subject  in  the  Army 
and  Navy  Chronicle  December  9,  1841. 

t  "An  act  making  appropriations  for  the  'naval  service,"  approved 
August  3,  1848,  §  12,  Statutes  at  Large,  9,  p.  272,  provides: 

"That  the  number  of  professors  of  mathematics  in  the  Navy  shall  not 
exceed  twelve ;  that  they  shall  be  appointed  and  commissioned  by  the 
President  of  the  United  States,  by  and  with  the  advice  and  consent 
of  the  Senate,  and  shall  perform  such  duties  as  may  be  assigned  them  by 
order  of  the  Secretary  of  the  Navy,  at  the  naval  school,  the  Observatory, 
and  on  board  ships  of  war,  in  instructing  the  midshipmen  of  the  Navy 
or  otherwise ;  that  when  on  duty,  the  pay  of  a  professor  of  mathematics 
shall  be  at  the  rate  of  $1,500  per  annum,  with  a  ration,  and  when  on 
leave  or  woiting  orders,  $800." 


38  THE  NAVAL  ACADEMY.  PART  I. 

the  receiving-ships  in  giving  midshipmen  their  final  prepara 
tion  before  the  examination  for  promotion,  which  was  held 
every  summer.  This  examination  was  chiefly- in  seamanship 
and  navigation,  and  was  conducted  by  a  board  of  naval  offi 
cers  of  high  rank.  One  of  the  professors,  Mr.  McClure,  was 
at  the  Naval  Asylum  in  Philadelphia.  In  1841,*  McClure 
dying,  William  Chauvenet,  who  had  just  been  appointed  a 
professor,  was  ordered  to  succeed  him.  Chauvenet  showed 
so  much  ability  and  met  with  such  marked  success,  that  it  was 
decided  to  close  the  other  schools  gradually  and  to  discon 
tinue  all  shore  instruction  elsewhere.  A  French  instructor! 
was  already  attached  to  the  Philadelphia  school,  and  in 
1844  Lieut  J.  H.  Ward  and  Prof.  Henry  H.  Lockwood  were 
ordered  there,  to  instruct  in  gunnery  and  kindred  branches. 
The  midshipmen  preparing  for  examination  were  now  sent, 
as  far  as  possible,  to  Philadelphia,  but  the  attendance  was 
voluntary,  and  there  was  little  or  no  discipline.  The  instruct 
ors  were  able  men,  but  the  school  had  no  organization.  Pro 
fessor  Chauvenet  had  charge  of  the  instruction  in  mathematics 
and  navigation,  and  Lieutenant  Ward  of  that  in  gunnery, 
while  Professor  Lockwood,  a  graduate  of  West  Point,  and 
previously  an  Army  officer,  occasionally  relieved  both  the 
other  instructors.  Gunnery  was  not  required  at  the  examina 
tion  for  promotion,  so  that  Lieutenant  Ward  could  only 
depend  upon  the  interest  he  might  arouse  and  the  "desire  of 
his  pupils  to  learn  as  an  incentive  to  exertion.  His  first 
lecture,  delivered  early  in  1844,  was  full  of  earnest  advice 
to  the  midshipmen,  and  pointed  out  with  great  force  and 
clearness  the  importance  of  scientific  study  to  the  young 
naval  officer.  It  is  well  worth  reading,  as  showing  the  spirit 

*  Perhaps  early  in  1842,  as  his  name  appears  in  the  Register  of  that 
year. 

t  Called  in  the  Register  a  professor  of  mathematics. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  39 

which  prompted  the  movement  for  a  higher  education  in  the 
service.* 

At  this  time  (1844),  there  were  in  the  service  fourteen 
professors  at  sea,  one  at  Boston,  one  at  Norfolk,  three  at  Phila- 
ladelphia,  and  three  on  special  service.  There  were  also  three 
teachers  of  languages,  employed  respectively  at  Boston,  New 
York,  and  Norfolk. 

The  yearly  cost  of  maintaining  this  force  was  as  follows: 

22  professors,  at  $1,200 $26,400 

3  teachers  of  languages,  at  $624 1, 872 


Total 28,272 

This  money  was  not  appropriated  by  Congress  specifically 
for  this  purpose,  but  was  considered  in  the  estimates  for  the 
yearly  appropriation  bill;  and  it  was  the  custom  of  the  Depart 
ment  to  take  this  amount  from  the  pay  of  the  Navy  and  from 
the  allowance  for  contingent  expenses,  putting  its  expenditure 
in  a  separate  item  of  "Instruction."  Owing  to  the  fact  that 
professors  received  no  pay  when  off  duty,  the  amount  ex 
pended  in  any  year  might  be  reduced  or  increased  by  placing 
a  greater  or  less  number  of  professors  on  waiting  orders. 
Thus  in  1845,  when  two  professors  were  waiting  orders,  the 
sum  allowed  for  instruction  remained  the  same  as  in  1844, 
while  the  amount  spent  was  reduced. 

The  following  tables  show  the  number  and  assignment  of 
professors  and  teachers  from  1835  to  1850,  inclusive,  being 
made  up  from  data  furnished  by  the  Navy  Registers  for  six 
teen  successive  years: 

*  See  Army  and  Navy  Chronicle,  May  30,  1844,  where  the  lecture  is 
given  in  full. 


THE  NAVAL  ACADEMY. 


PART  I. 


TABLE  i.— 1835-1842. 


PROFESSORS   OF   MATHEMATICS. 


1835- 

1836. 

1837. 

1838. 

1839. 

1840. 

1841. 

1842. 

New  York               

i 

i 

i 

I 

I 

i 

Norfolk  

i 

i 

i 

i 

2 

2 

I 

i 

Naval  School,  Philadelphia  .  . 

Naval  Asylum    Philadelphia  . 

At  sea  ,  

6 

6 

8 

Waiting  orders 

o 

t 

Total 

6 

16 

22 

' 

TEACHERS    OF    LANGUAGES. 


1835- 

1836. 

1837. 

1838. 

1839. 

l840. 

1841. 

1842. 

Boston  

New  York 

i 

Norfolk 

i 

Total  . 

2 

2 

; 

! 

1837.  John  H.  C.  Coffin  appointed  January  23,  1836. 

1838.  J.  C.  Fremont  appointed  April  4,  1837. 

1840.  D.  McClure  appointed  June  17,  1839. 

1841.  M.  Yarnall  appointed  February  i,  1839. 

1841.  J.  Meiere  appointed  November  9,  1840. 

1842.  M.  H.  Beecher  appointed  June  14,  1841. 

1842.  H.  H.  Lockwood  appointed  November  4,  1841. 
1842.  W.Chauvenet  appointed  December  30,  1841. 

McClure  appears  last  in  Register  for  1842.    The  first  date  indicates  the  Register 
in  which  the  name  first  appears. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY. 


TABLE  2. — 1843-1850. 


PROFESSORS    OF   MATHEMATICS. 


1843- 

1844. 

1845. 

1846. 

1847. 

l848. 

i849 

1850. 

New  York  

i 

i 

Norfolk  

Naval  School,  Philadelphia  .  . 

2 

3 

4  . 

I 

I 

Naval  Asylum,  Philadelphia. 

Special  service  

Observatory 

At  sea 

Waitin0"  orders 

2 

II 

J3 

12 

Total 

23 

22 

22 

22 

22 

21 

12 

12 

TEACHERS   OF   LANGUAGES. 


1843. 

1844. 

i845. 

1846. 

1847. 

l848. 

l849. 

1850. 

Boston 

Norfolk 

At  sea 

Waiting  orders 

3 

2 

2 

2 

Total 

3 

3 

3 

2 

2 

2 

The  provision  for  instruction  in  the  Navy  for  the  ten  years- 
before  the  foundation  of  the  Naval  School  may  be  clearly 
seen  from  these  tables.  They  illustrate  all  the  faults  of  the 
system.  Instead  of  concentrating  the  force,  and  thereby 
giving  it  strength  and  unity  and  the  basis  of  an  efficient 
organization,  it  was  spread  out  in  fragments  at  navy-yards, 
and,  worse  still,  in  cruising-ships.  The  increase  of  the  force 
had  led  to  no  corresponding  improvement  of  results.  The 
intermission  of  pay  prevented  stability  in  the  corps,  and  the 


42  THE  NAVAL  ACADEMY.  PART  I. 

professors  designated  as  being  on  waiting  orders  might  as 
well  have  been  omitted  from  the  Register,  as  far  as  their  con 
nection  with  the  service  was  concerned. 

Such  was  the  state  of  affairs  in  1845,  when  George  Bancroft 
became  Secretary  of  the  Navy.  His  own  profound  scholarship, 
his  rich  and  varied  culture,  and  his  personal  familiarity  with 
educational  methods,  enabled  him  to  appreciate  the  want  of  the 
service  and  to  devise  a  way  in  which  it  might  be  supplied. 
To  him  the  Navy  owes  the  foundation  of  the  Naval  Academy. 
He  saw,  as  his  predecessors  had  also  seen,  that  a  dozen  sep 
arate  schools  without  organization  or  intelligent  supervision, 
constituted  as  appendages  to  navy-yards  and  sea-going  men-of- 
war,  could  produce  no  satisfactory  results.  He  had  seen,  more 
over,  the  failure  of  many  efforts  at  legislation  with  a  view  to  re 
forming  the  system.  But  he  discovered  what  those  before  him 
had  failed  to  see,  that  with  him  lay  the  authority  to  remedy  the 
evils,  and  that  the  means  were  already  provided.  By  placing 
a  large  number  of  the  professors  upon  waiting  orders — that 
is,  by  dispensing  with  their  services — a  large  part  of  the 
annual  outlay*  for  instruction  might  be  saved ;  and  by  concen 
trating  a  few  of  the  best  men  of  the  corps  of  instructors  at  a 
suitable  place,  a  school  might  be  formed  with  an  independent 
organization. 

On  the  2d  of  June,  1845,  a  board  of  officers  convened  at 
the  Philadelphia  Naval  Asylum  for  the  examination  of  mid 
shipmen  entitled  to  promotion. t  This  board  was  composed 
of  Commodores  George  C.  Read,  Thomas  Ap  Catesby  Jones, 
.and  Matthew  C.  Perry,  and  Captains  E.  A.  F.  Lavallette  and 
Isaac  Mayo. 

In  addition  to  the  examination  of  midshipmen,  the  Secre 
tary  gave  them  certain  duties  as  an  advisory  board  to  make 

*  $28,200.     See  page  39. 
tNiles's  Register,  68,  p.  276. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  43 

suggestions   in  regard  to  a  naval  school.     His  instructions 
were  given  in  the  letter  which  follows : 

Secretary  Bancroft  to  the  Board  of  Examiners* 

"NAVY  DEPARTMENT, 
"  Washington,  June  13,  1845. 

"Sin:  I  desire  the  assistance  of  your  board  in  maturing  a 
more  efficient  system  of  instruction  for  the  young  naval  offi 
cers.  The  opportunity  which  your  present  arduous  and  respon 
sible  duties  as  examiners  of  the  school  afford  you  of  giving 
practical  and  useful  advice  leads  me  to  solicit  your  co-opera 
tion  by  as  full  a  communication  of  your  opinion  as  is  con 
sistent  with  your  convenience. 

"  Fort  Severn  has  been  recommended  tome  as  a  more  suita 
ble  place  for  such  a  school  than  the  Naval  Asylum,  especially 
as  a  vessel  could  be  stationed  there  to  serve  as  a  school  in 
gunnery. 

"The  present  term  of  instruction  is  too  short.  Might  it  not 
be  well  to  have  permanent  instruction,  and  to  send  all  mid 
shipmen  on  shore  to  the  school  ?  What  plan  of  studies  is 
most  advisable  ?  I  hope  your  board  will  find  time  and  will 
be  disposed  to  aid  me  by  their  suggestions. 

"  I  wish,  also,  that  they  would  nominate  for  my  considera 
tion  a  board  of  three  experienced  officers,  whose  qualifica 
tions  incline  them  to  give  long-continued  attention  to  this 
subject,  and  who  could  have  the  permanency  necessary  to 
assist  me,  until  a  plan  can  be  matured.  If  from  your  own 
number  you  would  select  such  a  board,  or  would  take  a 
wider  scope  in  your  selection,  it  would  be  acceptable  to  me. 
"  I  am,  respectfully,  yours, 

"GEORGE    BANCROFT. 

"  Commodore  GEO.  C.  READ, 

"President  Board  of  Examiners,  &c.,  Philadelphia,  Pa" 

*  From  the  copy  in  the  Navy  Department. 


44  THE  NAVAL  ACADEMY.  PART  I. 

In  compliance  with  these  directions,  the  board  gave  the 
subject  a  fuller  and  more  exact  discussion  than  it  had  ever 
had  before  from  any  official  body.  In  the  course  of  their 
deliberations  they  called  on  the  professors  at  the  Asylum  for 
advice,  and  the  conclusions  reached  were  drawn  up  in  an 
elaborate  report. 

REPORT    OF    THE    BOARD    OF    EXAMINERS.* 

"  U.  S.  NAVAL  ASYLUM, 
"Philadelphia,  J-une  25,  1845. 

"SiR:  Your  communication  of  the  i3th  instant,  addressed 
to  Commodore  Geo.  C.  Read,  calling  on  the  Board  of  Ex 
aminers  of  Midshipmen  for  the  present  year  to  render  the 
assistance  of  its  members  '  in  maturing  a  more  efficient 
system  of  instruction  for  the  young  naval  officers,'  has  been 
received  and  respectfully  considered,  and,  after  due  consulta 
tion  and  mutual  interchange  of  opinion,  the  undersigned  beg 
leave  to  make  the  following  report : 

"  Three  of  the  undersigned  are  ignorant  of  the  precise  situation 
of  Fort  Severn  and  of  its  fitness  for  a  naval  school  in  regard  to 
accommodations,  healthiness  of  location,  and  conveniences  of 
the  vicinity  for  gun-practice,  but  they  are  told  by  their  asso 
ciates,  Commodore  Jones  and  Captain  Mayo,  that  the  fort 
embraces  sufficient  space  and  the  harbor  and  neighboring 
shores  offer  all  the  requisite  advantages  for  gun-practice  and 
evolutions  of  steamers  and  boats.  Supposing,  then,  that  Fort 
Severn  is  selected,  and  there  is  ample  accommodation 
within  its  walls  for  the  officers  and  students  of  the  establish 
ment,  it  may  be  remarked  that  the  Government  already 
possesses  all  the  necessary  means  for  commencing  at  once  a 
naval  school,  which  may  be  enlarged  and  perfected  at  some 
future  time.  It  would  be  very  desirable  that  a  grade  of 
*  From  the  copy  on  file  at  the  Navy  Department. 


CHAP.  I.         EDUCATION  OF  THE  OLD  NAVY.  ^ 

naval  cadets  inferior  to  that  of  midshipmen  should  be 
created  by  law,  who  should  compose  the  primary  classes  of 
the  naval  school,  and  from  which  all  appointments  of  mid 
shipmen  should  be  made  after  the  candidate  for  such  ap 
pointment  should  have  passed  through  a  stated  course  of 
elementary  professional  education,  and  acquitted  himself 
to  the  entire  satisfaction  of  the  authorities  of  the  school,  and 
a  board  authorized  to  determine  with  rigid  scrutiny  his 
fitness  for  an  ultimate  career  in  the  Navy.  These  cadets 
should  be  appointed  in  the  same  manner  as  those  at  West 
Point,  and  their  pay,  over  which  they  should  have  no  con 
trol,  should  be  only  sufficient  to  clothe  and  feed  them. 
Twenty  dollars  per  month  would  be  adequate.  By  making 
this  grade  the  source  from  which  all  others  shall  spring,  and 
by  imposing  upon  it  acquirements  of  a  comparatively  high 
character,  most  of  the  delinquencies  now  so  common  in  the 
Navy  would  be  unknown  when  the  proposed  system  shall 
have  been  thoroughly  incorporated  into  the  service.  But, 
whether  a  grade  of  naval  cadets  may  or  may  not  be  created, 
a  naval  school  such  as  it  is  proposed  to  recommend  would 
operate  equally  to  the  advantage  of  acting  midshipmen  as 
now  appointed;  the  difference  would  lie  only  in  the  designa 
tion  and  pay  of  the  existing  and  proposed  grades.  It  having 
been  assumed  that  the  school  shall  be  established  at  Fort 
Severn,  and  the  necessary  accommodations  having  been  pre 
pared,  it  is  recommended  that  the  following  be  a  part  of  its 
regulations : 

"  OFFICERS    OF    THE    ESTABLISHMENT. 

"  One  captain,  to  command  in  chief  ashore  and  afloat. 
"  One  commander,  as  executive  officer. 
"Three  lieutenants. 
"  One  surgeon. 


4  6  THE  NAVAL  ACADEMY.  PART  I. 

"  One  assistant  surgeon. 

"  One  purser. 

"One  chaplain. 

"  One  secretary  to  senior  captain  and  superintendent-in- 
chief. 

"  One  clerk  to  commander. 

"  One  purser's  clerk. 

"  One  purser's  steward. 

"An  officers'  guard  of  marines,  the  commanding  officer  of 
which,  assisted  by  competent  drill-sergeants,  to  give  instruc 
tion  in  infantry  tactics  and  the  sword  exercise.  A  sufficient 
number  of  servants,  cooks,  &c. 

"  BOARD    OF    INSTRUCTION. 

"  One  professor  of  the  English  language,  to  embrace  instruc 
tion  in  constitutional  and  international  law. 

"  One  assistant  professor  of  the  English  language. 

"  One  professor  of  the  French  language. 

"  One  professor  of  mathematics,  to  embrace  instruction  in 
marine  surveying. 

"  One  assistant  professor  of  mathematics. 

"One  professor  of  natural  philosophy  and  chemistry. 

"  One  instructor  of  drawing  and  mapping. 

"  In  connection  with  the  primary  school  there  should  be  sta 
tioned  at  some  suitable  anchorage  in  the  vicinity  a  practice- 
frigate  and  a  small  steamer,  for  the  purpose  of  facilitating 
instruction  in  naval-gunnery  tactics  and  the  operation  of  the 
steam-engine.  These  vessels  should  have  full  appointments 
of  commissioned  and  warrant  officers,  with  the  exception  of 
midshipmen,  of  which  class  there  should  be,  of  those  who  have 
passed  their  examination,  six  for  the  frigate  and  four  for  the 
steamer.  The  practice-frigate  would  necessarily  be  stationary, 
but  the  steamer  might  be  advantageously  employed  in  trans- 


CHAP.  I.          EDUCATION  OF  THE  OLD  XAVY.  47 

porting  munitions,  provisions,  £c.,  to  the  naval  school,  dur 
ing  which  employment  practical  instruction  in  the  use  of  the 
steam-engine  might  be  imparted. 

"  Having  thus  given  a  plan  of  the  entire  establishment  of 
the  school  both  ashore  and  afloat,  and  supposing  it  to  be 
authorized  and  ready  for  operation,  the  undersigned  would 
recommend  that  all  persons  who  may  from  the  time  of  its 
commencement  be  appointed  to  the  Navy,  whether  desig 
nated  as  acting  midshipmen  or  cadets,  shall  be  required  to- 
enter  the  primary  class,  through  which  and  the  succeeding 
steps  they  should  only  reach  a  permanent  position  in  the 
service;  and  to  make  them  eligible  for  their  final  examination* 
for  promotion  to  the  rank  of  lieutenant  they  should  accom 
plish  the  following  course  of  studies  and  sea-service:  First, 
after  appointment  to  the  Navy,  they  should  be  required  to 
remain  two  years  attached  to  the  primary  school,  at  the  ex 
piration  of  which  period  they  may  receive  their  warrants  as 
midshipmen,  provided  their  conduct  and  scholastic  advance 
ment  has  been  satisfactory.  From  the  primary  school  they 
should  proceed,  as  warranted  midshipmen,  to  a  sea-going 
ship  to  remain  constantly  at  sea  three  years.  On  returning, 
from  their  first  sea-service  a  leave  of  absence,  not  exceeding 
three  months,  is  to  be  granted  to  them  to  visit  their  friends,, 
with  orders  to  join,  on  its  termination,  the  practice-frigate, 
in  which  vessel  and  in  the  steamer  they  are  to  pursue  a  course 
of  practical  studies,  to  which  the  information  previously  ac 
quired  at  the  primary  school  and  at  sea  will  be  applied.  To 
the  practice-ship  they  are  to  remain  attached  at  least  one 
year,  when  they  will  be  entitled  to  their  second  and  final 
examination ;  and  it  is  recommended  that  no  greater  number 
be  examined  and  passed  than  may  be  actually  required  for 
the  immediate  exigencies  of  the  service.  It  now  remains  to 
point  out  more  particularly  the  course  of  studies  to  be  pur- 


48  THE  NAVAL  ACADEMY.  PART  I. 

sued  at  the  primary  school.  As  experience  has  shown  that 
the  system  of  instruction  established  at  the  Military  Academy 
at  West  Point  has  operated  most  happily,  it  is  recommended 
that  the  laws  for  the  government  of  that  institution  be  adopted 
in  the  organization  of  the  naval  school,  so  far  as  it  can  be 
done  compatibly  with  the  genius  of  the  two  services  and  the 
ulterior  professional  pursuits  of  the  naval  student.  To  this 
end,  it  is  proposed  that  the  requirements  enforced  at  West 
Point  in  regard  to  the  physical  and  mental  qualifications  of 
applicants  for  admission  be  rigidly  exacted  at  the  naval  school. 
That  the  students  at  the  naval  school  be  divided  into  two 
classes,  corresponding  with  the  third  and  fourth  class  of  the 
Military  Academy,  and  the  course  of  studies  and  exercises  to 
be  almost  identically  the  same ;  the  only  difference  should  be 
in  omitting  in  the  mathematical  department  the  abstruse  study 
of  the  Calculus,  and  occupying  the  time  thus  saved  in  more 
practical  branches.  That  there  take  place  at  the  naval 
school  semi-annual  examinations,  to  be  conducted  by  the 
academic  board  under  the  supervision  of  the  captain  or 
superintendent-in-chief,  of  the  results  of  which  full  reports 
be  transmitted  to  the  Navy  Department,  setting  forth  the 
conduct  of  the  student  and  recommending  the  dismissal  of 
all  who  may  be  found  delinquent,  either  in  reference  to  their 
studies  or  personal  deportment.  That  annual  examinations 
(the  first  to  be  held  at  the  end  of  two  years  from  the  com 
mencement  of  the  school)  be  conducted  by  the  academic 
board,  assisted  by  three  persons  to  be  appointed  by  the  Sec 
retary  of  the  Navy,  the  whole  to  be  under  the  direction  of 
the  superintendent-in-chief.  Before  this  board  all  the  stu 
dents  shall  be  brought  who  may  have  been  attached  to  the 
primary  school  the  whole  period  of  two  years,  and  in  case  of 
passing  their  examination,  they  will  receive  their  appointments 
as  midshipmen  and  be  ordered  immediately  to  sea.  Those 


CHAP.  I.         EDUCATION  OF  THE  OLD  XAVY.  ^ 

who  may  fail  to  pass  should  be  invariably  dropped  from  the 
rolls.  By  making  the  final  examinations  of  the  primary  stu 
dents  extremely  strict,  both  in  regard  to  moral  conduct  and 
academic  improvement,  none  but  the  meritorious  will  find 
their  way  into  the  Navy.  It  is  suggested  that  the  primary 
school  be  of  a  strictly  probationary  character;  that  the  age 
of  admission  of  the  students  should  not  be  less  than  thirteen 
nor  more  than  fifteen  years,  and  for  the  reason  that,  in 
case  of  failure  to  pass  the  final  examination,  they  will  be  of 
suitable  age  to  enter  upon  some  other  profession.  The  un 
dersigned  might  go  further  into  details,  but  as  it  is  the  intention 
of  the  Department  to  institute  a  board  to  assist  in  forming  a 
code  of  regulations  for  the  government  of  the  proposed  school, 
they  refrain  from  extending  their  report. 

"  In  regard  to  that  part  of  your  letter  in  which  you  express 
a  wish  that  the  undersigned  should  nominate  three  of  their 
number,  or  some  other  suitable  officers,  to  compose  the  con 
templated  board,  they  beg  to  remark  that  a  feeling  of  delicacy 
impels  them  to  prefer  that  the  nomination  should  rest  with 
the  Department.  If  called  upon,  the  whole  or  any  three  of 
them  will  most  cheerfully  contribute  their  best  services  in 
perfecting  a  work  which  promises  so  much  good  to  the  coun 
try,  and  to  the  Navy  in  particular. 

"  We  have  the  honor  to  be,  sir,  respectfully,  your  obedient 

servants, 

«  GEO.  C.  READ, 
"THOS.  AP  C.JONES, 
"  M.  C.  PERRY, 
"  E.  A.  F.  LAVALLETTE,' 
"  I.  MAYO, 
"Board  of  Examiners  of  Midshipmen  for  the  Year  1845." 

From  this  correspondence  it  appears  that  the  Secretary  had 
decided  to  establish  the  school,  and  that  Annapolis  was  the 


5° 


THE  NAVAL  ACADEMY.  PART  I. 


place  regarded  most  favorably  for  its  location.  Previous 
measures  had  looked  to  the  transfer  of  one  of  the  old  Army 
posts  in  the  neighborhood  of  Washington  to  the  Navy  De 
partment  for  this  purpose ;  and  Fort  Severn  seemed  to  be  in 
every  way  the  best  adapted.  The  Secretary  of  War  was  will 
ing  to  give  it  up,  but  Mr.  Bancroft  undertook  first  to  satisfy 
himself  by  personal  inspection  of  its  fitness.  Accordingly, 
soon  after  the  report  was  made,  the  following  paragraph  ap 
peared  in  an  Annapolis  newspaper  :  * 

"  OFFICIAL  VISIT  to  ANNAPOLIS. — Secretary  Bancroft, 
Governor  Marcy,  Secretary  of  War,  and  Com.  Warringtonf 
arrived  in  this  city  last  evening  from  Washington,  and  took 
quarters  at  the  City  Hotel.  We  understand  the  object  of 
their  visit  to  be  to  examine  the  condition  of  Fort  Severn  and 
the  improvements  commenced  last  fall,  and  now  being  com 
pleted.  There  is  a  rumor  afloat  that  it  is  the  intention  of 
Government  to  remove  the  Naval  School  from  Philadelphia 
to  Fort  Severn,  which  may  be  one  of  the  reasons  of  this  visit." 

A  short  time  after  this  visit  of  inspection,  the  Secretary 
directed  a  board,  composed  of  Commanders  McKean,  Buch 
anan,  and  Du  Pont,  to  consider  the  subject,  and  to  recommend 
place  and  persons.  This  board  decided  upon  Annapolis  as 
the  place,  and  Ward,  Chauvenet,  and  Lockwood  as  the  pro 
fessors. 

Commander  Franklin  Buchanan  had  already  been  selected 
by  the  Secretary  to  be  at  the  head  of  the  new  institution.  Born 
in  Baltimore  in  1800,  this  officer  had  entered  the  service  at 
the  age  of  fifteen,  and  had  risen  to  the  grade  of  commander, 
with  a  high  reputation  for  ability  in  his  profession,  as  a  skill 
ful,  energetic,  and  systematic  organizer.  He  had  had  several 
commands  at  sea  before  he  was  called  to  the  new  duty ;  and 

*  Copied  in  Niles's  Register,  July  19,  1845. 

t  At  this  time  Chief  of  the  Bureau  of  Navy-yards  and  Docks. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  ^ 

his  selection  by  the  Secretary  was  itself  an  evidence  of  his  fit 
ness  for  the  position.  Mr.  Bancroft  was  no  ordinary  authority 
on  matters  of  education.  He  had  taken  his  degree  at  Har 
vard  University  in  1817,  and  at  Gottingen  in  1820,  and  had 
since  that  time  had  personal  experience  in  teaching.  He 
had  taken  a  prominent  part  in  literature  and  in  public  affairs, 
and  he  was  therefore  eminently  qualified  to  devise  a  system 
of  education  and  to  choose  fit  men  to  fill  positions  of  authority 
at  the  newly-established  school.  His  directions  to  Comman 
der  Buchanan  were  full  and  explicit,  as  will  be  seen  from  the 
following  letter  which  accompanied  his  orders: 

Secretary  Bancroft  to  Commander  Buchanan* 

"  NAVY  DEPARTMENT, 

" August  i,  1845. 

"SiR:  The  Secretary  of  War,  with  the  assent  of  the  Presi 
dent,  is  prepared  to  transfer  Fort  Severn  to  the  Navy  Depart 
ment  for  the  purpose  of  establishing  there  a  school  for  mid 
shipmen. 

"In  carrying  this  design  into  effect,  it  is  my  desire  to  avoid' 
all  unnecessary  expense;  to  create  no  places  of  easy  service, 
no  commands  that  are  not  strictly  necessary;  to  incur  no 
charge  that  may  demand  new  annual  appropriations,  but  by 
a  more  wise  application  of  moneys  already  appropriated  and 
offices  already  authorized,  to  provide  for  the  better  education 
of  the  young  officers  of  the  Navy.  It  is  my  design  not  to 
create  new  offices,  but  by  economy  of  administration  to  give 
vigor  of  action  to  those  which  at  present  are  available;,  not 
to  invoke  new  legislation,  but  to  execute  more  effectually  ex 
isting  laws.  Placed  by  their  profession  in  connection  with  the 
world,  visiting  in  their  career  of  service  every  climate  and 
every  leading  people,  the  officers  of  the  American  Navy,  if 
*  From  the  original  document  on  file  at  the  Naval  Academy. 


52  THE  NAVAL  ACADEMY.  PART  I. 

they  gain  but  opportunity  for  scientific  instruction,  may  make 
themselves  as  distinguished  for  culture  as  they  have  been  for 
gallant  conduct. 

"  To  this  end  it  is  proposed  to  collect  the  midshipmen  who 
from  time  to  time  are  on  shore,  and  give  them  occupation, 
during  their  stay  on  land,  in  the  study  of  mathematics,  nau 
tical  astronomy,  theory  of  morals,  international  law,  gunnery, 
use  of  steam,  the  Spanish  and  the  French  languages,  and 
other  branches  essential  in  the  present  day  to  the  accomplish 
ment  of  a  naval  officer. 

"The  effect  of  such  an  employment  of  the  midshipmen  can 
not  but  be  favorable  to  them  and  to  the  service.  At  present 
they  are  left,  when  waiting  orders  on  shore,  masters  of  their 
own  motions,  without  steady  occupation,  young,  and  exulting 
in  the  relief  from  the  restraints  of  discipline  on  shipboard. 
In  collecting  them  at  Annapolis  for  purposes  of  instruction, 
you  will  begin  with  the  principle  that  a  warrant  in  the  Navy, 
far  from  being  an  excuse  for  licentious  freedom,  is  to  be  held 
a  pledge  for  subordination,  industry,  and  regularity,  for  sobri 
ety  and  assiduous  attention  to  duty.  Far  from  consenting 
that  the  tone  of  discipline  and  morality  should  be  less  than 
at  universities  or  colleges  of  our  country,  the  President  expects 
such  supervision  and  arrangement  as  shall  make  of  them  an 
exemplary  body  of  which  the  country  may  be  proud. 

"  To  this  end  you  have  all  the  powers  for  discipline  conferred 
by  the  laws  of  the  United  States,  and  the  certainty  that  the 
Department  will  recommend  no  one  for  promotion  who  is 
proved  unworthy  of  it  from  idleness,  or  ill  conduct,  or  con 
tinuing  ignorance,  and  who  cannot  bear  the  test  of  a  rigid 
examination. 

"For  the  purposes  of  instruction  the  Department  can  select 
from  among  twenty-two  professors  and  three  teachers  of  lan 
guages.  This  force,  which  is  now  almost  wasted  by  the  man- 


CHAP.  I.         EDUCATION  OF  THE  OLD  NAVY.  ^ 

ner  in  which  it  is  applied,  may  be  concentrated  in  such  a 
manner  as  to  produce  the  most  satisfactory  results.  Besides, 
the  list  of  chaplains  is  so  great  that  they  cannot  all  be  em 
ployed  at  sea ;  and  the  range  of  selection  of  teachers  may 
be  enlarged  by  taking  from  their  number  some  who  would 
prefer  giving  instruction  at  the  school  to  serving  afloat/  The 
object  of  the  Department  being  to  make  the  simplest  and 
most  effective  arrangement  for  a  school,  you  will  be  the  high 
est  officer  in  the  establishment,  and  will  be  intrusted  with  its 
government.  It  is  my  wish,  if  it  be  possible,  to  send  no 
other  naval  officer  to  the  school  except  such  as  may  be  able 
and  willing  to  give  instruction.  Among  the  officers  junior 
to  yourself  there  are  many  whose  acquisitions  and  tastes  may 
lead  them  to  desire  such  situations.  For  this  end  the  De 
partment  would  cheerfully  detach  three  or  four  of  the  lieu 
tenants  and  passed  midshipmen,  who,  while  they  would  give 
instruction,  would  be  ready  to  aid  you  in  affairs  of  discipline 
and  government. 

"Thus  the  means  for  a  good  naval  school  are  abundant, 
though  they  have  not  yet  been  collected  together  and  ap 
plied.  One  great  difficulty  remains  to  be  considered.  At 
our  colleges  and  at  West  Point  young  men  are  trained  in  a 
.series  of  consecutive  years.  The  laws  of  the  United  States 
do  not  sanction  a  preliminary  school  for  the  Navy;  they  only 
provide  for  the  instruction  of  officers  who  already  are  in  the 
Navy.  The  pupils  of  the  Naval  School  being,  therefore, 
officers  in  the  public  service,  will  be  liable  at  all  times  to  be 
called-from  their  studies  and  sent  on  public  duty.  Midship 
men,  too,  on  their  return  from  sea,  at  whatever  season  of  the 
year,  will  be  sent  to  the  school.  Under  these  circumstances, 
you  will  be  obliged  to  arrange  your  classes  in  such  a  manner 
as  will  leave  opportunity  for  those  who  arrive  to  be  attached 
to  classes  suited  to  the  stage  of  their  progress  in  their  studies. 


54  THE  NAVAL  ACADEMY.  PART  I. 

It  will  be  difficult  to  arrange  a  system  of  studies  which  will 
meet  this  emergency,  but  with  the  fixed  resolve  which  you 
will  bring  to  the  work  and  with  perseverance  you  will  suc 
ceed. 

"  Having  thus  expressed  to  you  some  general  views,  I  leave 
you,  with  such  assistance  as  you  may  require,  to  prepare  and 
lay  before  this  Department,  for  its  approbation,  a  plan  for 
the  organization  of  the  Naval  School  at  Fort  Severn,  An 
napolis. 

"The  posts  to  which  you  and  those  associated  with  you  will 
be  called  are  intended  to  be  posts  of  labor,  but  they  will  also 
be  posts  of  the  highest  usefulness  and  consideration.  To 
yourself,  to  whose  diligence  and  care  the  organization  of  the 
school  is  intrusted,  will  belong,  in  a  good  degree,  the  re 
sponsibility  of  a  wise  arrangement.  Do  not  be  discouraged 
by  the  many  inconveniences  and  difficulties  which  you  will 
certainly  encounter,  and  rely  implicitly  on  this  Department 
as  disposed  to  second  and  sustain  you  under  the  law  in  every 
effort  to  improve  the  character  of  the  younger  branch  of  the 
service. 

"  I  am,  respectfully,  your  obedient  servant, 

"GEORGE   BANCROFT. 

"Commander  FRANKLIN  BUCHANAN, 

'•'•United  States  Navy,  Washington" 

Commander  Buchanan  had  already  given  much  thought  to 
the  subject,  so  that  his  answer  was  ready  very  shortly. 

Commander  Buchanan  to  Secretary  Bancroft. 

"WASHINGTON,  August  14,  1845. 

"  SIR  :  I  have  the  honor  to  acknowledge  the  receipt  of  your 
communication  of  the  yth  instant,  directing  me  to  lay  before 
the  Department  for  its  approbation  a  plan  for  the  organiza 
tion  of  a  naval  school  about  to  be  established  at  Fort  Severn, 


CHAP.  I.         EDUCATION  OF  THE  OLD  NAVY.  ^ 

Annapolis,  the  government  of  which  you  have  been  pleased 
to  honor  me  with. 

"  Feeling  sensibly  the  importance  of  the  trust  confided  to 
me,  after  mature  reflection,  a  close  examination  of  the  reports 
in  relation  to  this  subject  from  officers  of  high  rank  in  the 
Navy,  professors,  and  others,  placed  in  my  hands  by  the  De 
partment,  and  with  the  aid  of  Commanders  McKean  and 
Du  Pont,  the  former  of  whom  was  so  successful  in  his  govern 
ment  of  the  Naval -Asylum  while  the  school  was  there  held, 
I  respectfully  present  for  your  consideration  the  inclosed  plan, 
embracing,  I  believe,  generally,  the  views  expressed  in  your 
letter  of  the  yth  instant. 

"  According  to  your  instructions,  the  plan  submitted  is  kept 
strictly,  so  far  as  my  knowledge  extends,  within  the  means 
now  at  the  disposal  of  the  Department.  As  the  Navy 
increases,  and  the  country  becomes  alive  to  the  advantages 
of  a  more  extended  education  to  those  who  are  intrusted 
with  the  maintenance  of  its  honor  abroad,  and  who  are  so 
frequently  called  upon  to  perform  intricate  diplomatic  serv 
ices,  an  enlarged  system  will  doubtless  be  provided  for.  Most 
of  the  reports  made  to  you  on  this  subject  recommend  a  pre 
liminary  school  and  a  more  extended  academic  term.  For 
the  first  no  authority  exists.  Should  the  extension  of  the  term 
of  instruction  be  in  accordance  with  your  own  views,  it  can 
be  so  arranged.  But  for  the  midshipmen  now  in  the  service 
I  recommend  that  the  present  probation  of  five  years  be 
adhered  to,  and  the  proposed  division  of  that  period  is  based 
upon  this  view. 

"All  of  which  is  respectfully  submitted,  by 
"Your  obedient  servant, 

"FRANKLIN  BUCHANAN, 

"Commander. 

"  Hon.  GEORGE  BANCROFT, 

"Secretary  of  the  Navy." 


5 6  THE  NAVAL  ACADEMY.  PART  I. 

Accompanying  this  letter  was  the  "plan"  devised  by  Com 
mander  Buchanan,  with  the  aid  of  Commanders  McKean 
and  Dupont.  This  plan  was  afterwards  revised  by  the  Sec 
retary  and  by  Commander  Buchanan,  and  approved  by  the 
Department.* 

PLAN  OF  THE  NAVAL  SCHOOL  AT  FORT  SEVERN,  ANNAPOLIS,  MD. 

"  i.  The  Superintendent  of  the  school  will  be  appointed  by 
the  Secretary  of  the  Navy  from  the  list  of  officers  not  higher 
in  rank  than  commander. 

"  2.  The  board  of  examination  annually  appointed  will  com 
prise  at  least  two  captains  in  the  Navy;  but  except  on  that 
board  no  officer  of  higher  rank  than  that  of  commander  shall 
be  ordered  on  duty  at  the  Naval  School. 

"  3.  The  Superintendent  will  have  the  immediate  govern 
ment  of  the  institution,  will  be  responsible  for  its  management, 
direct  all  academic  duties,  and  command  all  professors  and 
others  connected  with  the  school.  He  will  frame  a  code  of 
rules  and  regulations  for  the  internal  government  of  the 
school,  to  be  submitted  to  the  Secretary  of  the  Navy  for  his 
approval. 

"4.  Professors  and  instructors  will  be  selected,  so  far  as 
practicable,  from  officers  of  the  'Navy. 

"  5.  Professors,  under  the  orders  of  the  Superintendent,  will 
constitute  a  board  for  the  transaction  of  business,  will  conduct 
the  examinations  during  the  course,  decide  on  the  merits  of 
the  midshipmen,  report  on  the  system  of  instruction,  and  sug 
gest  any  improvements  or  alterations  which  their  experience 
may  dictate." 

*  The  original  plan  is  given  in  Note  G  of  the  Appendix  of  this  volume. 
The  approved  plan  went  into  operation,  and,  supplemented  by  Buchanan's 
regulations,  governed  the  workings  of  the  school  until  1850.  Both  doc 
uments  are  copied  from  the  originals  in  the  Navy  Department. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  +  n 

"  6.  Every  applicant  for  admission  to  the  school  must  be  of 
good  moral  character,  not  less  than  thirteen  nor  more  than 
sixteen  years  of  age,  and  must  be  examined  by  the  surgeon 
of  the  institution  to  ascertain  if  he  be  free  from  all  deformity, 
deafness,  nearness  or  other  defect  of  sight,  or  disease  or  in 
firmity  of  any  kind  which  would  disqualify  him  from  perform 
ing  the  active  and  arduous  duties  of  a  sea  life.  He  must  be 
able  to  read  and  write  well,  and  be  familiar  with  geography 
and  arithmetic.  The  Academic  Board  will  examine  him  on 
these  branches,  and  certify  to  his  capacity  for  admission  into 
the  school. 

"  7.  When  an  acting  midshipman  receives  his  appointment, 
he  is  to  be  attached  to  the  Naval  School,  subject  to  the  exi 
gencies  of  the  service.  Semi-annual  examinations  will  be 
held  at  the  school.  Those  who  shall  be  found  deficient  at 
any  examination  will  be  dropped  from  the  lists  and  returned 
to  their  friends.  Those  whose  conduct  and  proficiency  meet 
with  the  approbation  of  the  Superintendent  and  Academic 
Board  will  be  retained  in  the  service  and  ordered  to  sea. 
After  performing  sea-duty  for  six  months,  and  receiving  a  fa 
vorable  report  of  his  conduct  during  that  time  from  his  com 
mander,  he  will  be  entitled  to  a  warrant  bearing  the  date  of 
his  acting  appointment.  Otherwise  he  will  be  dropped  from 
the  lists  and  restored  to  his  friends. 

"8.  All  midshipmen  on  shore,  not  on  leave  of  absence,  will 
be  ordered  to  the  Naval  School. 

"  9.  A  midshipman,  after  serving  three  years  at  sea  as  now 
required,  and  having  received  a  short  leave  of  absence,  at  the 
discretion  of  the  Department,  to  visit  his  friends,  will  report 
at  its  expiration  to  the  Naval  School  to  pursue  his  course  of 
studies  preparatory  to  his  final  examination. 

"10.  The  course  of  studies  will  include  English  grammar 
and  composition;  arithmetic,  geography,  and  history;  naviga 
tion,  gunnery,  and  the  use  of  steam;  the  Spanish  and  French 


5 8  THE  NAVAL  ACADEMY.  PART  I. 

languages;  and  such  other  branches  desirable  to  the  accom 
plishment  of  a  naval  officer  as  circumstances  may  render 
practicable. 

"u.  The  professors  will  be  required  to  keep  records  of  all 
the  recitations,  and  report  weekly  to  the  Superintendent  the 
progress  and  relative  merit  of  the  students.  From  these 
weekly  reports  the  Superintendent  will  make  quarterly  reports 
to  the  Secretary  of  the  Navy. 

"12.  Classes  will  be  arranged  according  to  the  acquirements 
and  capacity  of  the  midshipmen. 

"  13.  The  final  examination  for  promotion  will  embrace  all 
the  branches  taught  at  the  school. 

"  14.  All  midshipmen  at  the  Naval  School  must  provide 
themselves  with  such  books  as  are  necessary  to  pursue  their 
studies,  a  quadrant,  their  uniform,  and  bedding. 

"15.  A  sloop  of  war,  or  brig,  may  be  connected  with  the  in 
stitution  as  a  school  of  practice  in  seamanship,  evolutions, 
and  gunnery. 

"  1 6.  The  board  annually  appointed  under  the  Regulations 
of  the  Navy  for  the  examination  of  midshipmen  for  promotion 
are  to  inspect  generally  the  management  of  the  institution, 
and  report  to  the  Secretary  of  the  Navy  on  its  condition  and 
the  means  of  improving  it. 

"GEORGE  BANCROFT. 

"Approved. 

"NAVY  DEPARTMENT,  August  28,  1846." 

The  transfer  of  Fort  Severn  from  the  War  Department  was 
made  at  once  in  accordance  with  the  following  orders : 

"General  Orders  No.  40. 

"WAR  DEPARTMENT,  ADJUTANT-GENERAL'S  OFFICE, 

"  Washington,  August  15,  1845. 

"i.  Pursuant  to  the  orders  of  the  President,  Fort  Severn 
and  the  military  site  and  jurisdiction  near  Annapolis,  Md.,  is 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  59, 

hereby  transferred  to  the  Navy  Department,  and  will  be  placed 
in  charge  of  Commander  Franklin  Buchanan,  who  has  been 
designated  by  the  Secretary  of  the  Navy  to  receive  the  same. 

"  2.  The  public  stores  appertaining  to  the  Quartermaster,. 
Subsistence,  and  Ordnance  Departments  will  be  disposed  of 
in  such  manner  as  may  be  directed  by  the  chiefs  of  those 
Departments. 

"  3.  Having  seen  that  due  precautions  are  taken  for  the  se 
curity  of  the  public  property,  the  commanding  officer  (Bvt. 
Maj.  J.  L.  Gardner,  Fourth  Artillery)  will  then  proceed  with 
his  company  to  join  the  headquarters  of  his  regiment  at  Fort 
Monroe. 

"By  order: 

"R.JONES, 
"  Adjutant- General" 

Secretary  Bancroft  to  Commander  Buchanan. 

"  NAVY  DEPARTMENT,  August  15,  1845. 
"SiR:  The  Secretary  of  War  has  issued  an  order  for  the 
transfer  of  Fort  Severn   and    the  whole  military  site  near 
Annapolis  to  such  officer  of  this  Department  as  may  be  au 
thorized  to  take  charge  of  the  same. 

"  You  are  authorized  to  make  the  necessary  arrangements 
and  to  receive  possession  of  the  station. 
"  Respectfully,  yours, 

"  G.  BANCROFT. 

"  Commander  F.  BUCHANAN, 

"  United  States  Navy,  Washington" 

It  was  subsequently  agreed  upon  between  the  two  Depart 
ments  that  the  armament,  as  it  stood,  and  everything  belong 
ing  to  the  battery,  should  remain  at  the  fort  in  charge  of  the 


60  THE  NAVAL  ACADEMY.  PART  I. 

ordnance  sergeant,  the  whole  to  be  under  the  control  of  the 
naval  officer  in  command.* 

Fort  Severn  was  an  old  Army  post,  the  site  of  which  had 
been  bought  by  the  Government  in  1808,  at  a  time  when 
Annapolis  was  considered  a  point  of  military  importance. 
The  grounds  comprised  about  ten  acres,  nearly  square  in 
shape,  inclosed  on  two  sides  by  a  brick  wall,  the  other  sides 
being  open  to  the  water.  At  the  angle  of  the  water-front 
stood  the  battery,  a  small  circular  rampart,  mounting  en  bar 
bette  ten  heavy  guns,  with  a  magazine  in  the  centre.  The 
point  upon  which  it  stood  projected  into  the  .water,  with  the 
Severn  River  on  one  side  and  an  arm  of  Chesapeake  Bay 
forming  the  harbor  of  Annapolis  on  the  other.  The  buildings 
consisted  of  officers'  quarters  and  barracks,  and  were  sufficient 
for  the  immediate  wants  of  the  new  institution. 

It  was  generally  supposed  at  the  time  that  the  change  was 
merely  a  removal  of  the  Asylum  school,  and  that,  substituting 
Annapolis  for  Philadelphia,  the  details  and  general  scope  of 
the  two  would  be  the  same.  But  such  was  clearly  not  the 
aim  of  the  founder;  and  it  soon  became  apparent  that  a  new 
era  was  beginning  in  naval  education.  For  the  time  being* 
the  change  showed  itself  more  in  an  improved  discipline  than 
in  an  extended  course  of  study.  As  the  school  was  not  rec 
ognized  by  law  as  an  institution  to  fit  candidates  for  the 
naval  service,  but  only  to  educate  those  who  had  already 
become  officers,  it  was  only  in  the  intervals  of  leisure  from 
sea-duty  that  midshipmen  could  be  taught.  They  might  be 
compelled  by  the  needs  of  the  service  to  break  off  suddenly 
at  any  point  in  their  studies ;  and  they  might  be  ordered  to 

*R.  Jones,  Adjutant-General,  to  Lieut.  Col.  G.  Talcott,  Ordnance  De 
partment,  August  21,  1845.  Lieut.  Col.  Talcott  to  Commander  Buchanan, 
August  22,  1845.  The  Secretary  of  the  Navy  to  Commander  Buchanan, 

August  22,    1845. 


CHAP.  I.          EDUCATION  OF  THE  OLD  NAVY.  6 1 

join  the  school  in  the  middle  of  the  academic  year.  Hence, 
the  greatest  irregularity  prevailed  in  the  periods  of  study  of 
different  midshipmen,  and  in  their  coming  and  going,  during 
the  first  five  or  six  years,  and  it  is  difficult  to  give  with  exact 
ness  the  number  in  attendance  at  any  one  time.  The  effect 
of  this  system  was  to  render  courses  of  study  broken  and 
instruction  fragmentary. 

In  matters  of  discipline,  however,  the  change  was  more 
apparent.  Commander  Buchanan  was  a  man  of  inflexible 
will,  and  a  stern  disciplinarian,  and  his  hands  were  strength 
ened  by  the  prompt  and  cordial  support  of  the  Navy  De 
partment.  He  had,  moreover,  an  able  executive  in  Lieu 
tenant  Ward.  The  composition  of  the  school  made  it  a 
hard  one  to  manage.  The  older  midshipmen  ranged  from 
the  age  of  eighteen  to  twenty-seven.  They  had  no  strong 
incentive  to  work,  their  opportunities  for  mental  training  had 
been  few  and  slight  since  they  had  entered  the  service,  and 
their  sea-life  of  three  or  more  years  was  followed  by  the  im 
providence  and  recklessness  incidental  to  the  sudden  removal 
of  restraint.  For  such  a  class  of  students  an  old  provincial 
capital  was  a  much  better  place  than  a  commercial  metrop 
olis;  and  under  Buchanan's  management  the  institution 
prospered  accordingly. 

On  the  yth  of  August  the  directions  of  the  Navy  Depart 
ment  were  issued  to  Commander  Buchanan.  On  the  i4th, 
the  "plan  for  a  naval  school"  was  submitted  to  the  Depart 
ment;  and  on  the  loth  of  October  the  school  was  formally 
opened. 


CHAPTER     II. 


THE  NAVAL  SCHOOL. 
OCTOBER,  1845,  T0  JULY>  l85°- 

The  academic  staff  of  the  school  at  its  organization  was 
as  follows: 

Commander  Franklin  Buchanan,  Superintendent. 

Lieut.  James  H.  Ward,  executive  officer,  and  instructor  in 
gunnery  and  steam. 

Surgeon  John  A.  Lockwood,  instructor  in  chemistry. 

Chaplain  George  Jones,  instructor  in  English  branches. 

Prof.  Henry  H.  Lockwood,  instructor  in  natural  philosophy. 

Prof.  William  Chauvenet,  instructor  in  mathematics  and 
navigation. 

Prof.  Arsene  N.  Girault,  instructor  in  French. 

Passed  Midshipman  S.  Marcy,  assistant  instructor  in  mathe 
matics. 

Lieutenant  Ward*  was  president  of  the  Academic  Board, 

*  James  Harman  Ward  was  a  son  of  CoL  James  Ward,  of  Hartford, 
Conn.,  and  was  born  at  that  place  in  1806.  He  graduated  at  the 
Vermont  Military  Academy,  at  Norwich,  Vt,  and  entered  Trinity  Col 
lege,  Hartford.  March  4,  1823,  he  was  appointed  a  midshipman  on 
board  the  United  States  ship  Constitution,  then  under  the  command  of 
Captain  McDonough.  March  3,  1831,  he  was  promoted  to  the  rank  of 
lieutenant,  which  he  held  at  the  time  of  his  appointment  to  the  Naval 
School.  Previously  to  his  connection  with  the  school  he  had  been  attached 
to  the  Mediterranean  squadron,  and  had  been  for  several  years  on  the 


CHAP.  II.  THE  NAVAL  SCHOOL.  63 

the  Superintendent  taking  no  part  in  its  proceedings.     Passed 
Midshipman  Marcy  acted  as  secretary. 

The  formal  opening  of  the  school  took  place  on  Friday, 
October  10.  At  n  o'clock  on  the  morning  of  that  day,  the 
Superintendent  assembled  the  officers  of  the  school  and  the 
midshipmen  who  had  reported,  in  one  of  the  recitation-halls, 
and  read  to  them  the  Secretary's  letter,  showing  the  views  and 
purposes  of  the  Department  in  regard  to  the  organization  of 
the  school.  He  also  read  them  the  rules  and  regulations 
which  he  had  established  for  the  government  of  the  students,* 
and  addressed  them  "impressively  and  feelingly,"  says  the 
National  Intelligencer,  in  regard  to  their  duties.  His  address 
was  as  follows : 

"GENTLEMEN:  In  preparing  the  rules  and  regulations  for 
the  internal  government  of  the  Naval  School,  I  have  endeav 
ored  to  confine  myself  to  those  points  so  absolutely  necessary 
to  the  preservation  of  good  discipline  and  harmony  at  an  in 
stitution  yet  in  its  infancy,  which  we  all,  I  am  well  assured, 
feel  a  pride  should  rank  high  in  the  estimation  of  our  country 
men.  Those  among  you  who  have  served  several  years  in 
the  Navy  know  the  value  of  wholesome  laws  and  regulations; 
and  to  you  I  look  with  confidence  for  assistance  in  impress- 
coast  of  Africa.  Here  he  wrote  his  Manual  of  Naval  Tactics,  published 
in  1858,  and  still  used  as  a  text-book  at  the  Naval  Academy.  In  1842  he 
delivered  popular  lectures  on  gunnery  in  Philadelphia,  and  later  he  pub 
lished  his  Instructions  on  Naval  Ordnance  and  Gunnery,  a  work  which 
has  accomplished  much  in  the  improvement  of  naval  science.  He  also 
published  a  popular  work  called  "Steam  for  the  Million."  He  was 
detached  from  the  Naval  School  in  1847.  In  1853  he  became  a  com 
mander.  At  the  outbreak  of  the  war,  in  1861,  he  was  employed  in 
defending  the  water-approach  to  Washington.  He  organized  the  Potomac 
flotilla,  and  was  doing  most  efficient  service,  when  he  was  killed  in  a  gal 
lant  attempt  to  destroy  a  rebel  battery  on  Matthias  Point,  June  27,  1861. 

*  See  Appendix,  note  E. 


64  THE  NAVAL  ACADEMY.  PART  I. 

ing  upon  the  minds  of  those  youths  who  have  lately  entered 
the  service  the  absolute  necessity  of  obedience. 

"The  Government,  in  aifording  you  an  opportunity  of  ac 
quiring  an  education,  so  important  to  the  accomplishment  of 
a  naval  officer,  has  bestowed  upon  you  all  an  incalculable 
benefit.  But  few,  if  any,  now  in  the  service  have  had  the 
advantage  that  you  are  about  to  receive. 

"  The  Regulations  of  the  Navy  require  you  to  pass  through 
a  severe  ordeal  before  you  can  be  promoted;  you  must  un 
dergo  an  examination  on  all  the  branches  taught  at  the  Naval 
School  before  you  are  eligible  to  a  lieutenancy;  your  morals 
and  general  character  are  strictly  inquired  into.  It  is  there 
fore  expected  that  you  will  improve  every  leisure  moment  in 
the  acquirement  of  a  knowledge  of  your  profession;  and  you 
will  recollect  that  a  good  moral  character  is  essential  to  your 
promotion  and  high  standing  in  the  Navy. 

"By  carefully  avoiding  the  first  step  toward  intemperance, 
shunning  the  society  of  the  dissolute  and  idle,  and  by  cherish 
ing  the  wish  to  deserve  and  the  hope  of  receiving  the  appro 
bation  of  your  country,  you  can  alone  render  yourselves  able 
to  occupy  with  honor  the  high  standing  in  the  Navy  to  which 
many  of  you  are  destined. 

"I  feel  confident  that  all  of  you  attached  to  this  institution 
will  endeavor  to  hold  a  high  rank  in  the  service  by  your  ap 
plication,  zeal,  intelligence,  and  correct  deportment;  and  I 
shall  deeply  regret  to  hear  that  any  individual  among  you  has 
brought  disgrace  upon  himself  or  upon  his  associates. 

"Every  indulgence,  consistent  with  the  rules  and  regula 
tions  of  the  institution,  will  be  granted  to  those  who  merit 
it.  The  laws  of  the  Navy  point  out  the  punishment  of  those 
who  violate  orders;  and  no  commander  is  justified  in  over 
looking  offences  against  those  laws,  however  painful  it 
may  be  to  him  to  enforce  them.  There  is  no  discretionary 


CHAP.  II.  THE  NAVAL  SCHOOL.  6- 

power  granted  to  him,  although  that  power  is  sometimes  ex 
ercised  from  necessity;  the  responsibility  resting  with  the 
commander,  from  which  he  can  only  be  relieved  by  the  Sec 
retary  of  the  Navy  or  the  President  of  the  United  States. 

"  It  is  at  all  times  an  unpleasant  duty  to  a  commander  to 
be  compelled  to  punish  the  misconduct  of  his  juniors;  but 
as  an  omission  on  his  part  to  do  his  duty  makes  him  as  cul 
pable  as  the  offender  himself,  no  officer  who  feels  a  proper 
respect  for  the  service  or  himself  will  subject  himself  to  so 
unpleasant  a  situation.  We  have  no  right  as  individuals  to 
do  that  which  may  involve  others  in  our  misfortunes ;  and 
when  we,  as  naval  men,  intentionally  violate  the  laws  that 
govern  us,  we  cannot  without  dishonor  to  ourselves  expect 
to  escape  punishment  by  making  others  responsible  for  our 
crimes. 

"  Having  thus  briefly  given  you  my  views  on  the  subject 
of  discipline,  and  the  importance  I  attach  to  a  strict  compli 
ance  with  all  laws,  orders,  and  regulations,  I  submit  them  to 
you  all  with  the  hope  that  you  may  be  benefited  by  them." 

The  character  of  Commander  Buchanan's  administration 
is  shadowed  forth  in  his  opening  address.  The  first  lesson 
of  the  young  naval  officer  is  subordination ;  and  it  was  ot 
paramount  importance  that  the  first  administration  of  the 
school  should  exact  this  if  nothing  else.  Two  years  of  lax 
discipline  at  the  start,  in  the  period  when  the  tone  of  a 
school  is  set  and  school  traditions  are  fixed  for  all  time,  would 
have  been  a  lasting  element  of  weakness,  from  which  the 
Academy  was  saved  by  the  strong  government  of  Buchanan. 

The  opening  of  the  school  was  noticed  in  the  papers  of  the 
day  with  favorable  comments.  The  National  Intelligencer 
said:* 

"We  understand  the  object   of    Mr.  Secretary  Bancroft, 
*  Quoted  in  Niles's  Register,  October  18,  1845. 


66  THE  NAVAL  ACADEMY.  PART  I. 

in  removing  this  school  from  Philadelphia  to  Annapolis,  to 
be:  i st.  To  avoid  the  temptations  and  distractions  that 
necessarily  connect  with  a  large  and  populous  city  to  the 
detriment  of  young  officers ;  2d.  To  concentrate  the  serv 
ices  of  excellent  teachers,  already  in  the  employ  of  the 
Government,  which  have  been  hitherto  in  a  great  degree 
lost;  3d.  To  insure  moral  discipline  and  mental  culture, 
by  organizing  and  maturing  an  academy  where  the  profess 
ors  and  students  may  be  habitually  kept  together  when  on 
land,  under  the  wholesome  restraints  of  laws.  To  these  pur 
poses  the  Government  property  at  Annapolis  is  admirably 
adapted.  The  situation  is  healthy  and  secluded,  and  yet  of 
easy  access.  It  is  situated  at  the  mouth  of  the  Severn  River, 
a  beautiful  tributary  to  the  noble  Chesapeake,  affording  am 
ple  opportunity  to  the  young  officers  to  apply  their  profes 
sional  acquirements  practically  by  being  from  time  to  time 
afloat.  We  conceive  that  Mr.  Bancroft  has  discovered  a 
most  commendable  sagacity,  as  well  in  selecting  this  admira 
ble  location,  as  in  making  it  one  of  the  leading  features  of 
his  administration  of  the  Navy  Department  to  mature  an 
institution  indispensable  to  the  welfare  of  this  favorite  branch 
of  the  public  service." 

The  Maryland  Republican,  an  Annapolis  paper,  a  few 
days  \ ater,  said  :* 

"  The  school  is  being  organized  with  all  the  rapidity  con 
sistent  with  methodical  arrangement.  The  various  build 
ings  have  been  repaired  and  surprisingly  improved,  consid 
ering  the  small  expenditures  and  the  brief  time  allowed, 
especially  the  quarters  allotted  to  the  midshipmen;  and  the 
professors  are  busily  employed  in  classifying  the  sailor-stu 
dents  agreeably  to  grade,  merit,  and  the  nature  of  the  pre 
scribed  studies.  About  forty  young  gentlemen  have  already 
*  See  Niles's  Register,  October  18,  1845. 


CHAP.  II.  THE  NA  VAL  SCHOOL. 


67 


reported  themselves,  whose  handsome  appearance  and  gen 
tlemanly  deportment  give  a  cheerful  aspect  to  the  streets  of 
our  quiet  city." 

As  the  Republican  said,  the  classification  of  the  "  sailor- 
students  "  had  already  been  undertaken.  On  the  4th  of 
October,  the  Superintendent  directed  the  professors  to  con 
vene  as  a  board  and  arrange  the  classes  of  midshipmen,  lay 
out  the  course  of  instruction,  and  fix  the  hours  of  recitation. 
In  his  letter  to  the  board  he  named  as  subjects  of  the  course 
mathematics,  natural  philosophy,  chemistry,  gunnery  and 
the  use  of  steam,  geography,  English  grammar,  arithmetic, 
history,  the  French  and  Spanish  languages,  "  and  such  other 
branches  desirable  to  the  accomplishment  of  a  naval  officer 
as  your  judgment  may  dictate." 

Lieutenant  Ward,  as  president  of  the  board,  called  the  pro 
fessors  together,  and  after  two  days'  deliberations  submitted 
a  report,  which  was  approved  by  the  Superintendent.  On 
the  nth,  the  day  after  the  opening  of  the  school,  the  profes 
sors  met  their  pupils  and  gave  them  the  first  directions  in  re 
gard  to  studies  and  hours  of  recitation ;  and  on  Monday,  the 
1 3th  of  October,  the  school  was  fairly  in  operation. 

The  report  of  the  board  of  professors,  prepared  in  accord 
ance  with  the  Superintendent's  instructions,  is  given  below.* 

"  REPORT. 

"The  board  assumes  that  the  academic  year  will  extend  at 
least  until  the  last  week  in  June,  thus  allowing  nine  months 
for  the  course  of  study. 

"I.  Course  of  instruction. — The  instruction  in  this  school  to 
be  comprised  under  the  following  six  professorships : 

"i.  Mathematics. 

"  2.  Natural  philosophy. 

*  Journal  Academic  Board,  I. 


68  THE  NAVAL  ACADEMY.  PART  I. 


"3.  Chemistry. 

"4.  Ordnance  and  gunnery,  and  the  use  of  steam. 

"  5.  History,  geography,  English  grammar,  &c. 

"6.  French  and  Spanish  languages. 

"  The  board  would  suggest  that  instruction  be  given  in  fenc 
ing.  It  is  presumed  that  a  competent  person,  to  be  rated  as 
gunner's  mate,  may  be  procured,  who  will  be  otherwise  use 
ful  in  the  institution.  This  instruction  to  be  given  in  the 
hours  of  recreation,  and  not  to  be  obligatory  upon  the  mid 
shipmen. 

"  The  board  would  also  suggest  that  the  manual  exercise,  or 
infantry-drill,  be  introduced.  It  would  occupy  not  more  than 
a  half-hour  daily,  would  be  a  healthy  exercise,  and  would 
tend  to  elevate  the  military  character  of  the  school.  Pro 
fessor  Lockwood  offers  his  services  as  instructor  in  this  brancn 
for  the  present. 

"The  board  is  also  of  the  opinion  that,  in  the  present  ar 
rangement  of  the  studies,  regard  should  be  had  to  the  eventual 
introduction  of  drawing. 

"  II.  Classification  of  midshipmen. — It  is  proposed  to  call  the 
two  principal  classes  in  this  school  the  junior  and  senior 
classes. 

"  Midshipmen  who  have  just  been  admitted  into  the  service 
and  have  not  yet  been  at  sea,  to  be  members  of  the  junior 
class. 

"Midshipmen  entitled  to  examination  for  the  grade  of  passed 
midshipman  at  the  end  of  the  academic  year  to  be  members 
of  the  senior  class. 

"  Midshipmen  who  have  been  at  sea,  but  are  not  entitled  to 
said  examination,  to  be  assigned  to  either  the  junior  or  senior 
class,  or  to  such  sections  of  these  classes  as  they  may  be  best 
fitted  to  join. 


CHAP.  II.  THE  NA  VAL  SCHOOL, 


69 


"  III.  Division  of  studies.— The  studies  of  the  junior  class 
to  be  arithmetic,  elements  of  algebra  and  geometry,  navigation 
as  far  as  the  sailings  and  the  use  of  the  quadrant,  geography, 
English  grammar  and  composition,  and  the  French  or  Spanish 
language.  The  junior  class  to  attend,  also,  the  lectures  in 
natural  philosophy,  ordnance,  and  chemistry,  which  are  deliv 
ered  to  the  senior  class. 

"  The  studies  of  the  senior  class  to  be  algebra,  geometry, 
plane  and  spherical  trigonometry,  nautical  astronomy,  naviga 
tion,  descriptive  astronomy,  mechanics,  optics,  magnetism5 
electricity,  ordnance,  gunnery,  the  use  of  steam,  history,  com 
position,  the  French  or  Spanish  language. 

"  Both  classes  to  be  exercised  in  the  infantry-drill  and  fencing, 
in  case  these  branches  are  introduced. 

"IV.  Division  of  time. — (Provisional.)* 

"  i.   General  programme  for  the  whole  school. 

"  School  from  8  a.  m.  to  12  m. 

"  Recreation  and  dinner  from  12  m.  to  1.30  p.  m. 

"  School  from  1.30  to  4.30  p.  m.,  except  on  Saturday. 

"  Recreation  and  supper  from  4.30  to  6  p.  m. 

"  Study  from  6  to  10  p.  m. 

"  2.  Programme  of  recitations  and  study  of  the  senior  class. 

"  In  mathematics  and  natural  philosophy,  the  class  to  be 
divided  for  the  present  into  two  sections : 

"  Mathematics,  daily,  first  section  from  8  to  9  a.  m. ;  second 
section  from  9  to  10  a.  m. 

"  Natural  philosophy,  daily,  first  section  from  8  to  9; a.  m.; 
second  section  from  9  to  10  a.  m. 

"Study  from  10  to  n. 

"  Ordnance,  gunnery,  and  steam  on  Tuesday  and  Saturday, 
from  ii  a.  m.  to  12  m. 

*  Altered  October  29,  1845.     Rec.  Academic  Board,  I,  p.  6. 


7o  THE  NAVAL  ACADEMY.  PART  I. 

"  Chemistry  on  Thursday,  from  u  a.  m.  to  12  m. 

"  History  and  composition  on  Monday,  Wednesday,  and 
Friday,  from  u  a.  m.  to  12  m. 

"French  or  Spanish,  daily,  except  Saturday,  from  1.30  to 
4.30  p.  m. 

"  Study  from  6  to  10  p.  m. 

"  The  sections  to  be  exercised  in  the  use  of  the  sextant  and 
other  astronomical  instruments  at  any  hour  favorable  to 
observations,  provided  such  exercise  does  not  in  any  way 
interfere  with  recitations  in  other  branches,  or  with  the  prep 
aration  for  the  same. 

"3.  Programme  of  recitation  and  study  of  the  junior  class. 

"  Lecture  on  natural  philosophy,  daily,  from  8  to  9  a.  m. 

"Study  from  9  to  10  a.  m. 

"  Mathematics,  daily,  from  10  to  n  a.  m. 

'"Lectures  on  gunnery,  &c.,  and  chemistry,  from  1 1  a.  m.  to 
12  m. 

"French  or  Spanish,  excepting  on  Saturday,  from  1.30  to 
2.30  p.  m. 

"  Geography,  English  grammar,  and  composition,  daily,  ex 
cepting  Saturday,  (study  and  recitation,)  from  2.30  to  4.30  p.  m. 

"  Study  from  6  to  10  p.  m. 

"  The  class  to  be  exercised  at  suitable  times  in  the  use  of  the 
quadrant. 

"V.  Merit  and  demerit  rolls. — The  merit  of  all  recitations 
to  be  registered  upon  a  scale  ranging  from  ten  downwards ; 
the  demerit  roll  ranging  from  one  upwards, — the  demerit  of 
unexcused  absence  from  recitation  being  10,  of  unexcused 
tardiness  5,  and  all  other  delinquencies  according  to  the  de 
cision  of  the  Superintendent  in  the  particular  case. 

"At  the  end  of  the  academic  year  the  average  merit  of  the 
midshipmen  to  be  made  out  from  the  merit  and  demerit  marks 


CHAP.  II.  THE  NAVAL  SCHOOL.  7I 

made  during  the  year,  and  this  relative  rank,  at  the  final  ex 
amination,  to  be  determined  by  combining  their  marks  for 
the  studies  pursued  in  the  school  with  those  given  by  the 
board  of  examination  for  proficiency  in  seamanship. 

"The  relative  weight  to  be  allowed  to  the  different  branches 
studied  in  the  school,  (in  combining  them  for  rank) :  mathe 
matics  3,  and  all  other  branches  2  ;  in  other  words,  that  loin 
mathematics  be  reckoned  30 ;  in  all  other  branches  as  20.* 

"  VI.  Reports. — The  professors  to  make  weekly  reports  to 
the  Superintendent,  stating  the  merit  of  each  recitation  and 
the  average  merit  for  the  week,  the  absences  and  other  delin 
quencies  of  the  midshipman  in  his  class  or  section.  The  form 
of  these  reports  to  be  according  to  the  model  herewith  sub 
mitted. 

"VII.  Meetings  of  the  Academic  Board. — The  Academic 
Board  to  hold  weekly  meetings  to  deliberate  on  the  transfer 
of  midshipmen  from  one  class  or  section  to  another,  and  upon 
;such  other  matters  as  may  arise  for  their  consideration. 

"  No  transfer  of  any  midshipman  from  one  class  or  section 
to  another  to  be  made  until  it  shall  have  been  approved  by 
the  Superintendent. 

'•'  VIII.  Roll-calls.— The  rolls  to  be  called  at  each  recitation, 
within  five  minutes  after  the  ringing  of  the  bell.  All  mid 
shipmen  entering  after  that  time  to  be  marked  and  reported 
to  the  Superintendent  as  tardy." 

The  report  was  approved,  and  on  the  i3th  the  work  of 
instruction  began.  On  the  same  day  Commander  Buchanan 
wrote  to  the  Secretary  :  "  I  am  highly  gratified  at  the  disposi 
tion  shown  by  the  young  gentlemen  to  apply  themselves  with 
energy  and  zeal  to  their  studies." 

This  first  arrangement,  crude  and  hasty  as  it  was,  is  to  be 
noticed  as  forming  the  groundwork,  together  with  the  plan 
*  Modified  by  resolution  of  Academic  Board,  February  14,  1846. 


72  THE  NAVAL  ACADEMY.  PART  I. 

and  regulations,  of  the  school  organization  for  the  next  five 
years.  It  will  be  observed  that  the  senior  class  was  made  up  of 
midshipmen  who  had  been  three  or  more  years  at  sea,  and 
who  were  preparing  for  their  examination  for  promotion. 
The  junior  class  was  composed  of  acting  midshipmen,  newly 
appointed,  who  had  never  been  at  sea,  and  who  were  sent  to 
the  school  to  wait  their  turn.  The  accessions  to  either  class 
might  take  place  at  any  time  during  the  year,  and  midship 
men  of  either  class  were  liable  to  be  detached  at  any  time,  as 
the  exigencies  of  the  service  demanded,  and  as  actually  hap 
pened  many  times  during  the  first  years.  It  is  therefore  diffi 
cult  to  determine  with  exactness  from  the  records  how  many 
of  either  class  were  at  the  school  during  the  year,  the 
arrivals  and  departures  being  so  frequent,  and  the  numbers  in 
consequence  constantly  changing.  At  the  end  of  January, 
1846,  four  months  after  the  opening  of  the  school,  there 
appear  to  have  been  36  midshipmen  of  the  date  of  1840,! 
who  were  preparing  for  examination,  13  of  the  date  of  1841, 
who  were  to  remain  pursuing  studies  and  attending  lectures 
until  drafted  for  service  at  sea,  and  7  acting  midshipmen, 
appointed  since  September  of  the  previous  year.  The  last 
joined  the  school  under  a  conditional  letter  of  appointment 
from  the  Secretary  of  the  Navy.  "  If  approved  by  the  sur 
geon  and  found  respectable  in  intellect  and  acquirement," 
they  were  enrolled  as  acting  midshipmen  and  received  war 
rants,  which  were  given  them  conditionally,  and  which  con 
tained  this  proviso :  "After  a  course  of  attendance  at  the  Naval 
School,  if  the  Superintendent  shall  report  favorably  of  your 
merits,  but  not  otherwise,  you  will  be  retained  in  the  service." 
By  regulation,  they  were  to  remain  at  the  school  one  year,, 
and  at  the  end  of  it  to  pass  a  satisfactory  examination  and  be 
ordered  to  sea.  At  the  end  of  a  probationary  term  at  sea.  they 
t  Date  of  entry  into  the  service. 


CHAP.  IT.  THE  NA  VAL  SCHOOL.  73 

were  to  receive,  as  had  previously  been  the  case,  a  midship 
man's  warrant ;  and  after  three  years  of  sea-service,  they  were 
to  return  and  spend  another  year  at  the  school  preparatory  to 
examination  for  promotion.  This  programme  was  not  regu 
larly  carried  out,  though  it  served  in  a  general  way  to  govern 
the  practice  of  the  institution.  The  midshipmen  of  the  date 
of  1840 — that  is,  who  had  entered  the  service  during  that 
year — were  the  first  to  graduate  at  Annapolis,  finishing  their 
course  in  July,  1846,  and  they  were  followed  in  succession  by 
the  subsequent  dates  until  the  re-organization  of  the  school 
in  1851.  The  number  of  midshipmen  of  the  date  of  1841 
being  186,  too  large  to  be  examined  at  one  time,  and  that  of 
1842  very  small,  the  former  were  divided  into  three  classes, 
who  came  in  successive  years,  the  last  division  graduating  in 
1849.  The  date  of  1842  graduated  with  them,  but  were 
classed  separately.  There  were  no  appointments  in  1843  or 
1844,  in  consequence  of  the  act  of  1842  limiting  the  number 
of  midshipmen,  and  the  date  of  1845  followed  the  last 
division  of  the  '4i's  and  '42  's.* 

The  examination  for  promotion  of  midshipmen  of  six  years' 
standing  continued  to  be  held  every  summer,  as  heretofore, 
by  a  board  of  naval  officers  of  high  rank.  Formerly,  the 
examination  had  been  confined  to  seamanship  and  naviga 
tion;  now,  according  to  article  13  of  the  "plan,"  it  was  to 
embrace  all  the  branches  taught  at  the  school,  and  seaman 
ship  in  addition.  The  examiners  were  to  act  as  a  board  of 
visitors,  to  inspect  the  workings  of  the  school  and  to  suggest 
improvements. 

An  article  in  the  Nautical  Magazine,t  published  near  the 
close  of  the  year  1845,  speaks  in  terms  of  high  praise  of  the 
new  school  and  its  Superintendent.  "  The  appearance,  order, 

*  Circular  of  Navy  Department  February  26,  1846.     Lull,  p.  10. 
t  Quoted  in  Niles's  Register,  January  31,  1846. 


7 4  THE  NAVAL  ACADEMY.  PART  I. 

and  studious  habits  of  the  midshipmen  generally  reflect  the 
highest  credit  upon  them,  upon  the  institution,  and  upon  the 
service  of  which  they  are  members.  The  police  and  disci 
pline  are  conducted  by  the  Superintendent  in  person,  with 
the  tone,  system,  and  energy  for  which  he  is  distinguished. 
Aided  by  the  zealous  efforts  of  those  having  charge  of  the 
various  branches  of  instruction,  he  has  already  given  to  the 
institution  a  consolidated  character  which  would  render  it 
difficult  for  an  observer  to  detect  traces  of  its  recent  origin. 
Under  his  administration  of  affairs  its  friends  may  look  with 
confidence  for  such  development  of  usefulness  from  year  to 
year  as  eventually  to  produce  results  which  will  equal  the 
wants  and  expectations  of  the  Navy,  and  will  stand  as  a 
monument  of  honor  to  the  Secretary  by  whose  patriotic,  zeal 
ous,  and  judicious  efforts  it  has  been  founded." 

Thus  it  was  that  in  four  months  after  the  first  inception  of 
the  plan,  and  less  than  eight  months  after  assuming  the  duties 
of  his  office,  Secretary  Bancroft  was  enabled  to  present  to 
the  country  a  fully-organized  academy,  in  efficient  working 
order,  which  was  destined  to  do  for  the  Navy  what  West 
Point  .had  so  long  done  for  the  Army.  He  had  accomplished 
during  a  single  recess  of  Congress  what  his  predecessors  had 
for  thirty  years  in  vain  attempted  to  secure  by  legislation ; 
and  it  had  been  done  simply  by  a  more  judicious  application 
of  the  means  which  Congress  had  already  provided.  In  his 
annual  report*  of  December  i,  1845,  he  stated  briefly  the 
steps  he  had  taken : 

"  Congress,  in  its  great  desire  to  improve  the  Navy,  had 
permitted  the  Department  to  employ  professors  and  instruct 
ors  at  an  annual  cost  of  $28,200;  and  it  had  been  used, 
besides  the  few  employed  at  the  receiving-ships  and  the  Naval 

*  Executive  Documents,  Twenty-ninth  Congress,  first  session,  No.  2, 
p.  647. 


CHAP.  II.  THE  NAVAL  SCHOOL.  7S 

Asylum,  to  send  professors  with  the  midshipmen  to  every 
ocean  and  every  dime.  But  the  ship  is  not  friendly  to  study, 
and  the  office  of  professsor  rapidly  declined  into  a  sinecure; 
often  not  so  much  was  done  as  the  elder  officers  would  cheer 
fully  do  for  their  juniors.  The  teachers  on  board  of  the 
receiving-ships  gave  little  instruction,  or  none  whatever;  so 
that  the  expenditure  was  fruitless  of  great  results.  Many  of 
the  professors  were  able  and  willing,  but  the  system  was  a 
bad  one.  The  idea  naturally  suggested  itself  of  seizing  the 
time  when  the  midshipmen  are  on  shore  and  appropriating 
it  to  their  culture.  Instead  of  sending  migratory  professors 
to  sea  with  each  handful  of  midshipmen,  the  midshipmen 
themselves,  in  the  intervals  between  sea-duty,  might  be  col 
lected  in  a  body  and  devote  their  time  to  suitable  instruction. 
For  the  pay  of  the  instructors  Congress  has  provided.  In 
looking  out  for  a  modest  shelter  for  the  pupils,  I  was  encour 
aged  to  ask  for  Fort  Severn,  at  Annapolis.  The  transfer  was 
readily  made  by  order  of  the  Secretary  of  War,  and  a  school  was 
immediately  organized  on  an  unostentatious  and  frugal  plan. 
This  institution,  by  giving  some  preliminary  instruction  to 
the  midshipmen  before  their  first  cruise;  by  extending  an 
affectionate  but  firm  supervision  over  them  as  they  return 
from  sea;  by  providing  them  suitable  culture  before  they  pass 
to  a  higher  grade;  by  rejecting  from  the  service  all  who  fail 
in  capacity  or  in  good  disposition  to  use  their,  time  well,  will 
go  far  to  renovate  and  improve  the  American  Navy. 

"  The  plan  pursued  has  been  unpretending,  but  it  is  hoped 
will  prove  efficient.  A  few  professors  give  more  and  better 
instruction  than  four-and-twenty  at  sea.  No  supernumerary 
.officer  has  been  ordered  to  Annapolis;  no  idle  man  is  attached 
to  the  establishment.  Commander  Buchanan,  to  whom  the 
organization  of  the  school  was  intrusted,  has  carried  his 
instructions  into  effect  with  precision  and  sound  judgment, 


76  THE  NAVAL  ACADEMY.  PART  I. 

and  with  a  wise  adaptation  of  simple  and  moderate  means  to 
a  great  and  noble  end." 

The  progress  of  the  school  during  the  year  i845~'46  was 
such  as  to  satisfy  its  authorities  and  justify  the  expectations 
of  its  friends.  Such  breaches  of  discipline  as  occurred  were 
followed  by  prompt  punishment,  and  in  some  cases  by  dis 
missal.  A  vacation  of  a  fortnight  was  given  the  students 
at  Christmas.  This  practice  continued  till  1849,  when  the 
time  was  reduced  to  two  days.*  In  January,  1846,  it  was 
ordered  that  examinations  of  acting  midshipmen  should  be 
held  in  the  April  and  October  following.!  In  February  a 
regulation  {  was  adopted  depriving  midshipmen  whose  weekly 
average  was  below 40  per  cent.,  of  liberty  to  leave  the  grounds 
of  the  institution — a  rule  which  still  exists  in  a  modified  form. 
At  this  time  the  liberty-hours,  according  to  article  23  of  the 
regulations,  were  from  4  to  10  p.  m.  A  few  days  later,  a 
scale  of  numbers  was  adopted  §  fixing  the  relative  weights  ot 
different  branches  of  study  in  computing  the  final  marks. 
These  numbers  were  used  as  co-efficients,  the  final  mark  in 
each  branch  being  multiplied  by  the  co-efficient  of  the  branch, 
and  the  aggregate  of  the  products  making  the  final  mark  of 
the  midshipman.  The  scale  was  as  follows  : 

Mathematics  and  navigation,  3. 

Gunnery,  2. 

French,  2. 

Natural  philosophy,  2. 

English,  i. 

Chemistry,  i. 

*  Rules,  Regulations,  and  Orders,  36,  46,  56,  82. 

t  Rules,  Regulations,  and  Orders,  37. 

t  Rules,  Regulations,  and  Orders,  38.     Revoked  October,  1846. 

§  Report  of  Academic  Board  and  letter  of  Secretary  Bancroft,  February 
14,  1846,  in  letters  of  the  Secretary  of  the  Navy  on  file  in  the  Superin 
tendent's  office,  United  States  Naval  Academy. 


CHAP.  II.  THE  NAVAL  SCHOOL.  77 

The  scale  is  stated  in  the  report  to  be  based  upon — i.  Pro 
fessional  importance  of  each  branch;  2.  Time  or  ability 
required  to  obtain  a  competent  knowledge  of  the  branch,  in 
connection  with  time  actually  assigned  it  at  the  school;  and, 
3.  Known  disposition  of  students  to  reject  certain  branches. 

The  first  annual  examination  was  held  in  June,  1846.  The 
Board  of  Examiners,  which  assembled  on  the  2oth  of  that 
month,  was  composed  of  Commodores  Lawrence  Kearney 
and  M.  C.  Perry,  and  Captains  McKeever,  McCauley,  and 
Mayo.  During  the  examination  the  school  was  visited  by 
the  Secretary  of  the  Navy.  According  to  the  instructions  of 
the  Secretary,  all  the  midshipmen  were  examined  in  the 
branches  they  had  studied,  the  professors  questioning  the 
students  in  the  presence  of  the  board.  In  addition,  the  senior 
class  had  the  usual  examination  in  seamanship.  The  order 
upon  the  navy-list  of  the  midshipmen  examined  for  promotion 
was  determined  by  these  examinations.  The  final  mark  was 
found  by  the  same  method  as  that  used  by  the  professors  in 
determining  academic  standing ;  5  was  assigned  as  a  factor 
in  seamanship,  and  the  table  of  relative  weights  remained 
otherwise  the  same.* 

At  this  examination  there  were  examined  fifty-two  midship 
men  of  the  date  of  1840,  or  earlier.  Of  these,  eighteen  had 
joined  the  school  later  than  December  i,  1845,  and  had  con 
sequently  had  but  six  months  at  their  studies.  Some  of  these 
had  even  had  less  than  three  months.  The  irregularity  of  at 
tendance  stood  very  much  in  the  way  of  successful  instruction, 
and  could  only  be  justified  by  the  necessities  of  the  service. 
The  attendance  at  the  school  during  the  first  year  may  be  seen 
approximately  from  the  following  table :  t 

*  Record  of  Examining  Board,  127. 

t  Obtained  by  a  collation  of  the  Navy  Register  for  1846  with  the  jour 
nal  of  the  officer  of  the  day  and  the  record  of  the  Examining  Board. 


7  8  THE  NAVAL  ACADEMY.  PART  L 

Members  of  the  senior  class  present  throughout  the 
year 34 

Members  of  the  senior  class  arriving  after  December  i, 
18^.5,  and  remaining  till  end  of  year 18 

Seniors  present,  June  examination 52 

Seniors  detached  before  June 39 

Total  connected  with  senior  class  at  any  time 91 

Junior  class,  or  acting  midshipmen,  (periods  wholly  un 
certain)  10 

Total  at  school 101 

Except  for  the  unavoidable  irregularities  in  the  periods  of 
study,  the  career  of  a  midshipman  from  his  first  appointment 
to  his  promotion  would  have  comprised  one  year  at  the  school,, 
three  years  at  sea,  and  a  fifth  year  at  the  school,  followed  by 
the  final  examination.  The  examination  was  conducted  ac 
cording  to  the  following  rules,  prescribed  by  the  Secretary  ot 
the  Navy: 

"RULES  TO  GOVERN  EXAMINATIONS  AT  THE  NAVAL  SCHOOL  AT 
FORT  SEVERN,  ANNAPOLIS,  MD.* 

"The  Board  of  Examiners  will  meet  at  the  Naval  School, 
Annapolis,  Md.,  on  the  i5th  of  July  annually,  and  examine 
all  the  midshipmen  attached  to  the  school.  The  midshipmen 
whose  warrants  belr  date  prior  to  [date  left  blank]  are  to  be 
examined  in  all  the  brandies  taught  at  the  school,  in  conform 
ity  with  the  plan  for  a  naval  school. 

*  These  rules  are  found  in  a  pamphlet  issued  by  the  Navy  Department, 
entitled,  "  Plan  and  Regulations  of  the  Naval  School  at  Annapolis.  Wash 
ington  :  C.  Alexander,  Printer.  1846."  They  agree  substantially  with 
the  copy  of  the  orders  of  the  Department  to  Commodore  Lawrence  Kear 
ney,  president  of  the  Board  of  Examiners  of  1846,  bearing  date  June  19,. 
1846,  and  preserved  in  the  record  of  the  board  of  1846,  page  10. 


CHAP.  II.  THE  NA  VAL  SCHOOL.  79 

"The  professors  are  to  examine  the  midshipmen  in  the  sev 
eral  branches  of  their  studies  in  the  presence  of  the  board. 
The  board  is  to  judge  of  the  merits  of  the  candidates  in  these 
branches;  but  in  giving  numbers,  the  general  average  on  the 
professors'  reports,  which  will  be  submitted  to  the  board  by 
the  Superintendent  after  the  academic  examination,  must  be 
considered  the  basis.  These  reports  will  contain  the  aca 
demic  standing,  deduced  from  all  the  branches,  and  give  the 
aggregate  for  each  candidate,  or  sum  of  the  products  obtained 
by  multiplying  the  average  in  each  branch  by  its  proper  fac 
tor.  To  this  aggregate  the  board  will  add  the  product  ob 
tained  by  multiplying  the  averages  in  seamanship  by  its  factor 
in  order  to  obtain  the  aggregate  representing  the  relative 
merit  in  all  the  academic  branches  and  seamanship  combined. 
The  list  thus  obtained  will  be  modified  by  the  board  on  the 
ground  of  the  officer-like  qualities  of  the  candidates,  their 
moral  and  general  character,  the  correctness  of  their  journals, 
and  the  character  of  their  letters  from  the  commanders  with 
whom  they  have  served.  When  the  board  deems  it  necessary 
to  modify  the  list  referred  to,  its  reasons  must  be  specifically 
given  in  the  final  report  to  the  Department,  and  the  proposed 
modification  will  be  subject  to  the  revision  of  the  Department. 
The  list,  as  approved,  will  establish  rank. 

"As  it  is  important  that  the  Department  should  be  fully  in 
formed  as  to  the  respective  merits  of  the  candidates,  the 
board  will  make  separate  reports  of  their  qualifications  in 
the  several  branches  upon  which  they  shall  be  examined,  and 
also  a  general  report  showing  the  relative  rank  to  which  they 
should  be  entitled. 

"  The  board  will  adopt  the  scale  of  merit  from  one  to  ten  in 
seamanship,  as  in  the  other  branches;  and  in  making  up 
their  general  average  for  the  assignment  of  rank,  the  multi 
plier  of  five  will  be  used  in  this  branch.  As  a  much  higher 


8o  THE  NAVAL  ACADEMY.  PART  I. 

value  is  thus  placed  on  seamanship  than  on  the  other 
branches,  the  board  is  directed  to  exercise  a  sound  judgment 
in  deciding  upon  the  numbers  to  be  given  to  the  candidate 
before  them,  previous  to  the  examination  of  another. 

"A  failure  to  pass  in  any  branch  other  than  seamanship  and 
navigation  is  not  absolutely  to  reject  an  officer,  provided  he 
passes  high  in  those  branches.  An  officer  who  shall  be  re 
jected  will  be  dropped  from  the  navy-list  and  restored  to\iis 
friends.  An  officer  who  shall  fail  to  pass  in  any  of  the 
branches  taught  at  the  school,  and  yet  displays  character  and 
talents  that  will  render  his  services  valuable  to  the  Navy, 
may,  if  the  board  is  satisfied  that  there  is  a  good  excuse  for 
the  failure,  have  his  case  suspended  upon  its  recommendation 
till  the  next  examination,  when,  if  he  pass,  he  is  to  be  as 
signed  his  proper  rank  among  those  with  whom  he  may  be 
examined.  A  failure  to  pass  a  second  time  can  admit  of  no 
excuse,  and  must  remove  him  from  the  service.  Sickness, 
which  may  have  prevented  an  officer  from  studying,  may  be 
considered  a  good  reason  for  a  second  examination,  provided 
his  general  deportment  be  correct.  The  time  spent  at  the 
school  by  each  midshipman  will  be  considered  by  the  board, 
and  a  due  allowance  made  for  any  deficiencies  resulting  from 
the  want  of  time  to  acquire  a  knowledge  of  the  various 
academic  studies. 

"In  regard  to  the  junior  classes  of  midshipmen,  the  same 
rules  in  general  must  apply  to  them  which  are  hereby  directed 
to  be  observed  in  the  examination  of  the  class  for  promo 
tion.  The  examination  of  the  juniors  may  be  more  cursory, 
and  seamanship  will  be  omitted.  The  board  will  inform  the 
Department  if  they  have  severally  made  good  use  of  their 
time  at  the  Naval  School ;  and  if  any  show  a  clear  incapacity 
for  the  naval  service,  they  must  be  reported,  and  their  names 
will  then  be  dropped  from  the  list,  and  they  will  be  restored 
to  their  friends. 


CHAP.  II.  THE  NAVAL  SCHOOL.  ^ 

"The  board  will,  in  conformity  with  the  sixteenth  article  of 
the  'Plan  for  a  Naval  School,'  inspect  generally  the  man 
agement  of  the  institution,  and  report  to  the  Department  on 
its  condition  and  means  of  improving  it. 

"All  the  proceedings  of  the  board  will  be  recorded  in  the 
*  Examination  Record-Book,'  and  deposited  with  the  Super 
intendent  of  the  school. 

"Approved : 

"  GEORGE  BANCROFT. 

"NAVY  DEPARTMENT,  August  28,  1846." 

In  addition  to  these  instructions,  before  the  examination  of 
1845,  a  special  order  had  been  given  by  Secretary  Bancroft 
that  the  Examining  Board  should  make  a  preliminary  inquiry 
of  each  midshipman  whether  he  had  incurred  any  debts  at 
the  Academy  which  remained  unpaid;  and  if  his  answer  was 
not  satisfactory,  he  should  be  considered  as  having  failed  to 
pass.  The  letter  of  the  Secretary*  containing  these  instruc 
tions  said:  "The  Department  is  determined  to  do  all  in  its 
power  to  encourage  habits  of  frugality  and  strict  honor  in 
pecuniary  transactions,  and  consequently  to  discourage  a 
disposition  to  incur  debts  beyond  the  means  of  punctual 
payment."  Secretary  Mason,  Mr.  Bancroft's  successor  at  the 
head  of  the  Navy  Department,  wrote,  later,f  to  Commander 
Buchanan  in  the  same  spirit.  He  spoke. of  the  importance 
of  guarding  "the  young  gentlemen  against  pecuniary  indebt 
edness,  which,  without  means  of  payment,  leads  to  swindling," 
and  ordered  that." no  acting  midshipman  shall  visit  a  tavern, 
hotel,  or  eating-house  without  permission." 

These  regulations,  more  or  less  modified,  have  continued 
in  force  to  the  present  time. 

t  May  4,  1846. 

*  December  17,  1846.     The  shore-pay  of  a  midshipman  at  this  time 
was  $350  per  annum. 
6 


82  THE  NAVAL  ACADEMY.  PART  I. 

Towards  the  end  of  the  first  academic  year  the  want  of 
additional  buildings  began  to  be  felt.  The  Board  of  Exam 
iners  of  1846,  in  their  report  on  the  condition  of  the  school, 
remarked  upon  the  crowded  state  of  the  midshipmen's  quar 
ters,  and  upon  the  need  of  new  buildings  and  apparatus. 
Commander  Buchanan  stated  that  want  of  space  had  com 
pelled  him  to  put  from  three  to  ten  midshipmen  in  a  room. 

The  Secretary  had  already  foreseen  these  difficulties,  and 
had  made  an  appeal  to  Congress  in  behalf  of  the  school. 
The  expenditure,  under  the  last  appropriation,  for  instruction 
had  now  been  reduced  one-half,  by  placing  eleven  professors, 
out  of  twenty-two,  on  waiting  orders.  (See  table.)  Fur 
ther  reductions  were  contemplated,  and  were  rapidly  being 
carried  out.  The  Secretary  was,  therefore,  in  a  position  to  put 
the  matter  before  Congress  in  these  terms :  "It  has  been  your 
custom  to  appropriate  a  certain  sum  for  instruction  in  the 
Navy,  to  pay  the  persons  employed  for  this  purpose.  Within 
the  past  year  the  number  of  these  persons  has  been  dimin 
ished,  while  the  benefit  to  the  service  has  been  vastly  increased. 
All  that  is  now  asked  is  that  you  will  continue  to  appropriate 
the  same  amount  as  formerly,  but  that  it  may  be  devoted 
specifically  to  this  new  system  pf  instruction."  To  this  Con 
gress  made  a  ready  response  in  the  appropriation  bill  of  that 
year.*  "  Of  the  money  appropriated  in  this  act  for  pay  of 
the  Navy  and  contingent  expenses,  enumerated,  an  amount 
not  exceeding  $28,200  maybe  expended,  under  the  direction 
of  the  Secretary  of  the  Navy,  for  repairs,  improvements,  and 
instruction  at  Fort  Severn,  Annapolis,  Md."  This,  it  will 
be  noticed,  was  exactly  the  amount  of  the  former  appropria 
tions. 

No  time  was  lost  in  setting  about  the  work.  Three  days 
after  the  bill  became  a  law  the  Secretary  informed  Commander 
*  Act  approved  August  10,  i846,  §  4. 


CHAP.  II.  THE  NA  VAL  SCHOOL.  3- 

Buchanan*  that  a  certain  sum  was  to  be  expended  "in  such 
additions  and  alterations  as  will  enable  the  Department  to 
attach  to  the  school  100  midshipmen,  to  be  well  accommo 
dated."  The  work,  begun  at  once,  consisted  in  the  enlarge 
ment  and  refitting  of  the  quarters,  and  the  erection  of  a 
building  to  be  used  for  a  dining-hall,  athenaeum,  and  kitchen. 
The  foundation  of  a  hospital  was  laid,  the  chaplain's  quarters 
were  enlarged,  and  other  changes  and  improvements  were 
carried  out. 

After  the  June  examination  the  school  had  a  vacation  from 
the  loth  of  July  to  the  loth  of  October.  At  the  latter  date 
the  students  again  assembled,  and  on  the  i2th  the  school  was 
re-opened  by  the  Superintendent,  who  met  the  professors  and 
students,  and  read  out  to  them  the  plan  and  regulations,  as 
had  been  done  the  year  before.  This  custom  was  kept  up  by 
Buchanan's  successor. 

Meanwhile  Secretary  Bancroft  had  been  appointed  minister 
to  Great  Britain,  and  he  was  succeeded  at  the  head  of  the 
Navy  Department  by  the  Hon.  John  Y.  Mason,  of  Virginia. 
Mr.  Mason  continued  the  policy  of  his  predecessor  in  foster 
ing  and  developing  the  school.  In  a  letter  to  Buchanan,  of 
December  17,  1846,  he  spoke  of  the  great  interest  which  he 
felt  in  the  Naval  School,  and  of  "  an  anxious  desire  that  the 
favor  of  Congress  may  not  be  withdrawn."  He  closed  his 
letter. by  saying:  "I  have  read  with  satisfaction  and  a  hearty 
approval  your  remarks  to  the  midshipmen  at  the  opening  of 
the  school.  No  branch  of  the  military  service  can  be  main 
tained  without  the  observance  of  discipline  and  subordination. 
If  officers  do  not  set  the  example  of  obedience  to  the  laws 
and  regulations  of  the  service,  they  cannot  require  or  expect 
it  of  the  men  under  their  command,  and  the  consequence 
must  be  inefficiency  of  the  Navy,  mutiny,  and  disgrace  to  the 
*  The  Secretary  of  the  Navy  to  Commander  Buchanan,  August  13,  1846. 


84  THE  NAVAL  ACADEMY.  PART  I. 

flag,  which  every  officer  ought  to  be  ready  to  lay  down'  his 
life  to  honor  and  defend." 

In  his  annual  report,*  December  5,  1846,  the  Secretary 
gave  a  statement  of  the  progress  of  the  school  and  renewed 
the  appeal  to  Congress.  "The  Naval  School  during  the  past 
year  has  been  continued  under  the  judicious  superintendence 
of  Commander  Franklin  Buchanan,  and  gives  renewed  prom 
ise  of  usefulness  to  the  service.  At  the  last  session  of  Con 
gress  it  was  made  the  subject  of  no  special  appropriation, 
but  permission  was  given  to  apply  a  limited  sum  ($28,200) 
from  the  existing  appropriations.  This  moderate  provision 
has  enabled  the  Department  to  make  some  necessary  addi 
tions  to  the  accommodations  of  the  school,  and  has  been 
found  sufficient  for  its  economical  support.  It  is  hoped  a 
similar  provision  will  be  adopted  for  the  ensuing  year." 

Accordingly,  the  appropriation  bill  for  1847!  repeated  ex 
actly  the  provision  of  the  year  before,  with  this  addition : 
"And  for  the  purchase  of  land  for  the  use  of  the  Naval  School 
at  that  place,  not  exceeding  twelve  acres."  The  purchase  al 
luded  to  was  made  in  the  following  summer.  It  comprised 
land  lying  northwest  of  the  fort  territory,  and  was  the  first 
addition  to  the  original  site  made  under  the  Navy  Depart 
ment.  The  details  of  the  purchase  will  be  found  in  the  chap 
ter  on  '  Grounds.' 

At  the  beginning  of  the  second  academic  year  slight 
changes  had  been  made  in  the  programme  of  study.  Exam 
inations  of  acting  midshipmen  wrere  held  in  March  and  June. 
The  class  numbered  twelve  at  the  first  examination,  and  nine 
at  the  second.  These  examinations  were  oral,  and  the  pres 
ident  and  professors  of  Saint  John's  College  were  invited  to 

*  Executive  Documents,  Twenty-ninth  Congress,  second  session,  No.  4, 

P-  385. 

t Approved  March  3,  1847. 


CHAP.  II.  THE  ATAVAL  SCHOOL.  •       gc 

be  present.*  Most  of  the  midshipmen  examined  were 
ordered  immediately  to  sea. 

The  war  with  Mexico  was  now  in  progress,  and  Com 
mander  Buchanan  had  applied  for  active  service  soon 
after  the  first  outbreak  of  hostilities.f  The  important  work 
in  which  he  was  engaged  at  the  time  led  the  Department  to 
postpone  action  upon  his  request,  and  early  the  next  year  he 
renewed  it.  The  school  being  now  fairly  under  way,  the  ap 
plication  was  granted,  and  on  the  i6th  of  March,  1847,  he 
left  Annapolis  to  take  command  of  the  United  States  ship 
Germantown.  He  took  an  active  part  in  the  later  operations 
of  the  war,  being  present  at  the  capture  of  Vera  Cruz,  and 
at  several  other  engagements.^  He  was  succeeded  at  the 
school  by  Commander  George  P.  Upshur,  lately  promoted 
from  the  grade  of  lieutenant.  The  corps  of  instructors  re 
maining  much  the  same,  the  school  routine  was  not  affected 
by  the  change  of  Superintendents. 

At  this  time,  according  to  the  Navy  Register  of  1847,  there 
were  fifty-seven  midshipmen  at  the  school,  besides  the  acting 
midshipmen.  The  examination  for  promotion  took  place  in 
July,  Commodore  Thomas  Ap  Catesby  Jones  being  president 
of  the  board;  and  during  the  examination  the  school  received 
an  official  visit  from  the  Secretary  of  the  Navy. 

*  Record  Academic  Board,  I,  pp.  n,  12. 

t  Commander  Buchanan  to  the  Secretary  of  the  Navy,  May  14,  1846. 

\  After  the  close  of  the  war  Captain  Buchanan  returned  home,  having 
fully  sustained  his  reputation  as  an  able  officer.  In  1852  he  commanded 
the  Susquehanna  in  Commodore  Perry's  expedition  to  Japan,  which  re 
sulted  in  the  opening  of  that  country  to  foreigners.  In  1861  he  took 
the  side  of  the  South,  and,  his  resignation  not  being  accepted,  he  was 
dismissed  the  service.  He  took  a  prominent  part  in  the  war,  being  in 
command  of  the  Merrimac  in  her  engagement  with  the  Monitor,  and  of 
the  ram  Tennessee  in  the  Mobile  fight  in  August,  1864,  on  both  of  which 
occasions  he  was  wounded,  and  on  the  second  taken  prisoner.  After  the 
war  he  was  for  a  time  president  of  the  Maryland  Agricultural  College. 
He  died  May  12,  1874. 


86  THE  NAVAL  ACADEMY.  PART  I. 

Before  the  beginning  of  the  new  academic  year,  in  Septem 
ber,  1847,  Lieutenant  Ward  was  ordered  to  sea.  He  went 
as  executive  officer  of  the  Cumberland,  then  flag-ship  of  the 
Gulf  squadron,  under  Commodore  Perry.  Professor  Chauve- 
net  was  elected  to  succeed  him  as  president  of  the  Academic 
Board,  and  Lieut.  John  A.  Dahlgren  took  his  place  as  in 
structor  in  gunnery.*  During  the  year  Dr.  Lockwood  gave 
lectures  on  international  law,  and  the  course  in  general  was 
revised  and  improved. 

There  were,  however,  defects  in  the  system  which  the 
board  had  no  power  to  remove,  and  they  now  began  to  be 
seriously  felt.  The  chief  difficulty  arose  from  the  irregu 
larity  in  regard  to  admission,  attendance,  and  graduation. 
During  the  academic  year  1 847-^4.8  thirty-one  acting  mid 
shipmen  attended  the  school,  of  whom  more  than  half  re 
ported  after  January  i,  1848.!  They  were  admitted  one 
at  a  time  at  intervals  of  a  few  days ;  and  hence  the  class 
under  instruction  contained  students  in  every  stage  of  prog 
ress,  but  no  two  alike.  The  professors  were  at  a  loss  how 
to  classify  them,  or,  indeed,  how  to  conduct  their  studies  at 
all,  without  having  as  many  classes  as  there  were  pupils.  At 
short  intervals,  also,  came  orders  detaching  them,  sometimes 
singly,  sometimes  in  bodies  of  three  or  four.  At  such  times 
notice  was  given  to  the  professors,  an  examination  was  held, 
and  the  party  of  midshipmen  discharged,  to  renew  their 
studies  at  any  time  in  the  distant  future  when  it  might  be 
convenient  for  the  Department  to  order  them  home.  With 
regard  to  the  senior  midshipmen,  the  case  was  nearly  as  bad. 

*  On  temporary  service.  Journal  of  officer  of  the  day,  October  23, 
1847.  He  was  soon  afterward  detached. 

t  Thirty -seven  candidates  for  admission  presented  themselves  during 
the  year,  and  for  the  examination  of  these  thirty-seven,  the  committee  of  the 
Academic  Board  convened  thirty-one  times,  between  November  and  June. 


CHAP.  II.  THE  NAVAL  SCHOOL.  87 

They  were  ordered  to  and  from  the  school  at  irregular  inter 
vals,  only  a  portion  remaining  through  the  year. 

In  spite  of  these  obstacles,  the  school  was  doing  a  good 
work.  The  examinations  in  the  several  branches  served  to 
give  point  and  direction  to  the  studies  of  young  officers,  and, 
if  they  accomplished  nothing  else,  they  at  least  had  some 
effect  in  excluding  unworthy  candidates  for  appointment. 
Secretary  Mason  said  in  his  report  of  1847,  m  speaking  of  the 
Naval  School  :*  "  The  examinations  before  an  applicant  can 
enter  the  service,  and  those  which  determine  his  qualification 
for  promotion,  after  five  or  six  years  of  service,  exert  the  most 
beneficial  influence  in  retaining  only  those  who  have  the 
mental  endowments  essential  to  a  skillful  and  accomplished 
naval  officer." 

With  the  limited  force  of  instructors  at  the  command  of  the 
Department,  it  was  impossible  to  have  accomplished  teachers 
in  each  branch,  and  it  was  necessary  to  shape  the  course 
according  to  the  abilities  and  attainments  of  the  officers  whom 
the  school  was  fortunate  enough  to  get.  After  Ward  and 
Dahlgren  left,  their  places  could  not  be  exactly  filled,  and 
Professor  Lockwood,  whose  range  of  scientific  study  was  very 
wide,  took  charge  of  gunnery  and  other  subjects,  while  steam 
was  joined  with  chemistry.  In  October,  1848,  the  academic 
faculty  was  as  follows  :f 

Commander  G.  P.  Upshur,  Superintendent. 

Lieut.  Sidney  S.  Lee,  executive  officer. 

Dr.  John  A.  Lockwood,  instructor  in  chemistry  and  steam. 

Prof.  W.  Chauvenet,  instructor  in  mathematics. 

Prof.  H.  H.  Lockwood,  instructor  in  astronomy,  mechan 
ics,  and  gunnery. 

Professor  Girault,  instructor  in  French. 

Chaplain  Jones,  instructor  in  English. 

*  Executive  Documents,  Thirtieth  Congress,  first  session,  No.  8,  p.  957. 
f  Journal  Academic  Board,  i,  p.  36. 


88  THE  NAVAL  ACADEMY.  PART  I. 

William  M.  Chauvenet,  assistant  in  French. 

Passed  Midshipman  William  N.  Jeffers,*  assistant  in  mathe 
matics. 

Changes  meanwhile  were  suggested,  and  it  was  even  pro 
posed  to  apply  to  Congress  for  legislation.  But,  in  view  ol 
the  peculiar  character  and  purpose  of  the  institution,  the 
Secretary  wisely  thought  that  such  an  effort  should  be  post 
poned  until  a  larger  experience  and  more  careful  thought  and 
study  had  enabled  naval  officers  and  professors  to  mature  a 
plan  which  would  meet  the  wants  of  the  service  for  some  time 
to  come.  Regulations  once  established  by  hasty  legislation, 
however  injudicious  they  might  be,  could  only  be  modified  by 
the  slow  process  of  repeal  or  amendment.  It  was  much  that 
some  steps  had  been  taken,  and  that  no  mistake  had  been 
made  so  far.  That  the  steps  had  been  in  the  right  direction, 
the  Secretary  was  assured.  In  his  report  for  1848  he  said:t 
"  The  beneficial  effects  of  the  Naval  School  upon  the  service 
are  already  beginning  to  be  sensibly  felt.  The  truth  is  ad 
mitted  by  all  that  the  services  required  of  officers  are  more  of 
the  head  than  the  hand.  The  result  of  experience  in  the 
Army,  that  in  proportion  as  education  has  been  encouraged, 
and  the  means  of  acquiring  it  afforded,  so  have  the  character 
and  efficiency  of  the  officers  been  improved,  will  not  fail  to 
be  confirmed  in  the  Navy.  *  *  *  The  lad  who  leaves 
his  parents  at  the  age  of  fourteen  or  fifteen  years  to  enter  the 
service  as  a  midshipman  cannot  be  expected  to  have  laid 
the  foundation  even  for  so  broad  a  superstructure  of  knowl 
edge.  The  Naval  School  promises  to  furnish  the  means  or 
attaining  these  ends,  so  important  for  the  Navy.  It  will  pro 
duce,  I  trust,  the  same  happy  fruits  of  skill  and  knowledge 
which  the  Military  Academy  has  already  produced  for  the 

*  Now  Chief  of  the  Bureau  of  Ordnance. 

t  Executive  Documents,  Thirtieth  Congress,  second  session,  No.  I, 
p.  612. 


CHAP.  II.  THE  NA  VAL  SCHOOL. 


89 


Army."  In  another  part  of  the  report  the  Secretary  spoke 
of  flags  of  captured  vessels  and  trophies  in  the  rooms  of  the 
Navy  Department  at  Washington,  and  recommended  their 
removal  to  the  school.  This  removal  was  afterwards  made, 
and  the  flags  are  still  to  be  seen  in  the  gunnery-room  of  the 
Academy. 

In  March,  1849,  the  administration  of  Taylor  came  in,  and 
William  Ballard  Preston,  of  Virginia,  was  appointed  to  suc 
ceed  Mr.  Mason  as  Secretary  of  the  Navy.  Early  in  this 
year  the  Academic  Board  had  had  the  subject  of  the  course 
of  instruction  under  long  and  careful  consideration;  and  they 
had  made  a  formal  report  and  recommendations  which  had, 
as  yet,  been  followed  by  no  action  of  the  Department.  At 
length,  on  the  4th  of  September,  1849,  Secretary  Preston 
appointed  a  board  to  consider  the  subject  and  draw  up  a 
system  of  regulations  embodying  their  views.  The  board  sat 
at  Washington,  and  was  composed  of  the  following  officers: 

Commodore  William  B.  Shubrick, 

Commander  Franklin  Buchanan, 

Commander  Samuel  F.  Dupont, 

Commander  George  P.  Upshur, 

Surgeon  W.  S.  W.  Ruschenberger. 

Professor  William  Chauvenet. 

Capt.  Henry  Brewerton,  of  the  Corps  of  Engineers,  at 
that  time  Superintendent  of  the  Military  Academy  at  West 
Point,  was  to  confer  with  the  board  oil  the  discipline  of  that 
institution. 

The  new  regulations  were  reported  to  the  Secretary  in 
October.  They  were  soon  after  approved,  and  went'  into 
operation  at  the  beginning  of  the  next  academic  year,  July 
i,  1850.  At  the  same  time,  Commander  C.  K,  Stribling 
succeeded  Commander  Upshur  as  Superintendent.  The  pro 
visions  of  the  new  regulations  are  given  at  length  in  the 
following  chapter. 


CHAPTER     III. 


THE  PERIOD  OF  TRANSITION. 
JULY,    1850,    TO    NOVEMBER,    1851. 

The  essential  features  of  the  new  organization  were  the 
following:* 

The  institution,  to  be  called  henceforth  the  United  States 
Naval  Academy,  was  placed  under  the  supervision  of  the 
Chief  of  the  Bureau  of  Ordnance  and  Hydrography,  who  was 
to  inspect  it  personally  once  a  year,  and  through  whom  its 
routine  business  with  the  Department  was  to  be  conducted ; 
but  in  matters  of  discipline  the  reports  were  to  be  made 
directly  to  the  Secretary  of  the  Navy.  The  Superintendent, 
as  before,  had  immediate  charge  of  the  institution.  An  expe 
rienced  lieutenant  or  commander  was  to  be  the  executive 
officer  and  instructor  in  naval  tactics  and  practical  seaman 
ship.  He  was  to  be  known  as  the  commandant  of  midship 
men.  The  other  instructors  were  as  follows : 

Professor  of  mathematics. 

Professor  of  natural  and  experimental  philosophy. 

Professor  of  gunnery  and  infantry  tactics. 

Professor  of  ethics,  &c. 

Professor  of  modern  languages. 

Instructor  of  drawing  and  draughting. 

Instructor  of  the  art  of  defence. 

*  From  the  copy  of  the  report  of  the  board  in  the  Superintendent's 
office,  United  States  Naval  Academy. 


CHAP.  III.         THE  PERIOD  OF  TRANSITION.  9I 

The  five  professors,  with  the  Superintendent  and  comman 
dant  of  midshipmen,  were  to  compose  the  Academic  Board,  of 
which  the  Superintendent  was  president  ex  officio.  Its  duties 
were  to  fix  the  order  of  instruction  and  the  time  devoted  to 
each  branch,  to  recommend  text-books,  changes  in  course, 
and  purchases  of  books  and  apparatus,  and  to  take  cognizance 
of  other  academic  matters. 

But  the  main  feature  of  the  change  was  the  extension 
of  the  course  and  the  arrangement  of  the  examinations  for 
admission.  These  latter  were  to  be  held  between  the  ist  and 
5th  of  October,  in  each  year,  and  at  no  other  time.  After 
passing  this  examination  the  acting  midshipman  was  to  remain 
at  the  Academy  for  two  years  from  the  time  of  admission, 
and  if  he  passed  this  course  he  was  ordered  to  sea.  After 
six  months  of  satisfactory  sea-service  he  received  a  midship 
man's  warrant,  bearing  the  date  of  his  appointment  as  acting 
midshipman.  By  the  ist  of  October,  three  years  from  the 
time  of  leaving  the  Academy,  he  was  to  return  to  it,  and 
continue  the  studies  of  the  final  course  of  two  years.  At  the 
end  of  this  time  he  was  to  be  examined  for  promotion.  Four 
classes  were  thus  provided  for,  there  being  an  intermission  of 
three  years  between  the  end  of  the  third-class  and  the  begin 
ning  of  the  second-class  course. 

The  course  of  instruction  embraced  six  departments : 

1.  Naval  tactics  and  practical  seamanship. 

2.  Mathematics,  including  pure  mathematics,  navigation, 
astronomy,  and  land  and  nautical  surveying.     Drawing  and 
draughting  were  in  charge  of  this  department. 

3.  Natural  and  experimental   philosophy,  including  me 
chanics,  the  use  of  steam,  the  construction  and  management 
of  the  steam-engine,  especially  of  marine  engines,  the  phe 
nomena  of  chemistry,  heat,  electricity,  and  light.     Mineral 
ogy  and  geology,  treating  especially  of  coal  and  iron. 


9  2  THE  NAVAL  A  CA  DEM  Y.  PART  I . 

4.  Gunnery  and  infantry-tactics,  theory  and   practice  of 
gunnery,  and  artillery  and  infantry  tactics.     Instruction  in 
the  art  of  defence,  including  fencing,  was  in  charge  of  this 
department. 

5.  Ethics.     English  grammar,  rhetoric,  physical  and  de 
scriptive  geography,  history,  moral  philosophy,  constitutional, 
national,  and  international  law,  and  military  and  naval  law. 

6.  Modern   languages.      Speaking,  reading,  and   writing 
French  and  Spanish. 

Each  head  of  department  was  to  be  the  judge  of  the  meth 
ods  of  teaching  to  be  employed  in  his  department,  and  he 
was  given  considerable  liberty  in  transferring  students  from 
their  positions  in  the  class  as  fixed  by  the  marks  of  his  assist 
ants. 

A  sloop  of  war  was  to  be  attached  to  the  Academy  for 
sea-service  and  gunnery-practice  during  the  summer.  She 
was  commanded  by  the  commandant  of  midshipmen,  and 
officered  in  part  from  the  Academy. 

The  examination  for  admission  was  made  very  light.  Can 
didates  were  to  be  between  thirteen  and  fifteen  years  of  age, 
and  were  to  be  able  to  read,  write,  and  spell,  and  perform  the 
four  "primary  rules  of  arithmetic."  They  were  also  required 
to  pass  before  a  medical  board. 

Semi-annual  and  annual  examinations  were  held  during 
the  course,  and  students  reported  deficient  in  any  branch  of 
study  were  to  be  dropped;  and  they  were  not  to  be  restored 
unless  upon  the  recommendation  of  the  Academic  Board. 

The  final  examination  of  the  graduating  class  for  promotion 
took  place  in  October,  instead  of  June,  as  was  the  case  with 
the  others.  It  was  conducted  by  a  board  of  three  captains 
and  two  commanders,  together  with  the  Superintendent  and 
commandant  of  midshipmen,  and  included  all  the  branches 
taught  at  the  Academy.  The  professor  in  charge  of  a  branch 


CHAP.  III.         THE  PERIOD  OF  TRANSITION.  ^ 

put  the  questions  orally  to  the  students  in  the  presence  of  the 
board,  and  the  final  standing,  which  determined  the  order  of 
the  midshipmen  on  the  navy-list,  was  made  up  by  combining 
all  the  marks  of  the  course,  but  was  subject  to  the  revision 
of  the  board.  At  the  same  time  a  board  of  visitors,  consist 
ing  of  the  Chief  of  the  Bureau  of  Ordnance  and  six  other 
"  gentlemen  of  scientific  attainments,"  made  an  inspection  of 
the  working  of  the  Academy,  and  reported  their  views  upon 
it  to  the  Secretary  of  the  Navy. 

The  student's  conduct  had  a  very  considerable  weight  in 
determining  his  final  standing,  being  counted  as  equal  in  im 
portance  to  mathematics.  Two  hundred  demerits  in  any  year 
involved  dismissal.  The  other  provisions  in  regard  to  conduct 
were  not  unlike  those  which  have  since  been  in  force.  Duel 
ing,  cards,  tobacco,  liquor,  clubs,  and  societies,  the  use  of 
fire-arms,  the  marriage  of  midshipmen,  were  forbidden.  As  a 
general  rule,  leave  was  only  granted  on  Saturdays.  The  re 
striction  to  the  grounds,  singularly  enough,  included  officers 
as  well  as  midshipmen.*  A  midshipman  was  detailed  daily 
to  serve  as  officer  of  the  day.  He  had  an  office  at  the  gate, 
and  the  same  duties  of  inspection  and  record  as  were  enjoined 
by  the  earlier  regulations.  A  master  was  to  be  attached  to 
the  Academy,  to  act  as  instructor  in  mathematics.  He  had, 
in  addition,  certain  police  duties,  among  which  was  the  charge 
of  the  mess-hall.  The  other  provisions  of  the  regulations 
consisted  of  minute  details  in  relation  to  the  interior  discipline 
of  the  institution. 

Several  changes  were  made  about  this  time  in  the  force  of 
officers.  Lieutenant  Lee  was  relieved  by  Lieut.  Thomas  T. 
Craven, f  to  whose  long  connection  with  the  Academy  — 

*  Chap.  9,  §  6.  "  No  professor,  instructor,  midshipman,  or  acting  mid 
shipman,  nor  any  other  person  doing  duty  in  the  institution,  is  to  go  beyond 
the  limits  of  the  inclosure  without  the  permission  of  the  Superintendent." 

t  Now  rear-admiral. 


94  THE  NAVAL  ACADEMY.  PART  I. 

nearly  eight  years  in  all — is  especially  due  the  commence 
ment  and  elaboration  of  the  system  of  practice-cruises,  than 
which  no  other  feature  of  the  course  has  proved  more  bene 
ficial.  He  remained  as  second  in  command  till  1855;  and, 
returning  again  in  1858,  he  finally  left  the  Academy  in  1860. 
Among  other  changes,  Mr.  Jones  was  relieved  of  his  duties 
of  instruction  and  acted  as  chaplain.  He  was  afterwards 
detached,  to  accompany  Commodore  Perry's  expedition 
to  Japan.*  He  was  succeeded  by  Prof.  Joseph  E.  Nourse, 
in  the  English  department.  About  the  same  time  Prof.  W. 
F.  Hopkins  took  the  place  of  Dr.  Lockwood.  The  staff  was 
now  composed  of  the  following  officers :  f 

ACADEMIC  BOARD. 

Cornelius  K.  Stribling,  Superintendent,  and  President  ex 
officio. 

Thomas  T.  Craven,  Lieutenant,  and  Commandant  of  Mid 
shipmen. 

William  Chauvenet,  Professor  of  Mathematics. 

William  F.  Hopkins,  Professor  of  Natural  and  Experimental 
Philosophy. 

*  The  Rev.  George  Jones,  A.M.,  was  born  July  30,  1800,  near  York, 
Pa.  He  graduated  at  Yale  College  in  1823,  with  the  highest  honors  of 
his  class.  In  1828  he  was  appointed  tutor  in  Yale  College,  an  office 
which  he  held  till  1830.  He  was  commissioned  chaplain  in  the  United 
States  Navy  in  1833.  His  published  works  consisted  of — I.  Sketches  of 
Naval  Life.  New  Haven,  3  vols.  2.  Excursions  to  Cairo,  Jerusalem, 
Damascus,  and  Balbec.  New  York,  1836.  3.  Observations  on  the 
Zodiacal  Light.  4°,  348  plates,  pp.  750.  The  last  work  forms  the  third 
volume  of  the  report  of  Perry's  Japan  Expedition,  during  which  the  ob 
servations  were  made.  "The  new  theory  of  a  nebulous  ring  around  the 
earth  is  a  deduction  from  these  observations.  See  Bouvier's  Familiar 
Astronomy,  405."  (Allibone's  Dictionary  of  Authors,  vol.  I.  See  also 
Navy  Register,  and  Yale  Catalogue.)  Chaplain  Jones  died  in  1870. 

t  From  the  Navy  Register  of  1851. 


CHAP.  III.         THE  PERIOD  OF  TRANSITION.  ^ 

Henry  H.  Lockwood,  Professor  of  Gunnery  and  Infantry- 
Tactics. 

Joseph  E.  Nourse,  Professor  of  Ethics. 
Arsene  N.  Girault,  Professor  of  Modern  Languages. 

OFFICERS,  PROFESSORS,  ETC. 

Daniel  S.  Green,  Surgeon. 
George  Jones,  Chaplain. 
Samuel  Marcy,  Acting  Master,  7 

William  P.  Buckner,  Passed  Midshipman,  }•  Mathematics. 
James  Armstrong,  Passed  Midshipman,     J 
Samuel  P.  Carter,  Passed  Midshipman,  Infantry -Tactics. 
Alexander  M.  De  Bree,  Passed  Midshipman,  Natural  and 
Experimental  Philosophy. 

Alfred  H.  Barber,  Assistant  Professor  of  Ethics. 
Edward  Seager,  Instructor  of  Drawing  and  of  Defence. 
William  M.  Chauvenet,  Assistant  in  French. 
Edward  A.  Roget,  Assistant  in  Spanish. 

The  new  system,  though  in  many  ways  defective,  was  a  long 
step  in  advance  of  the  old;  and  the  progress  was  all  the  more 
remarkable  in  view  of  the  natural  conservatism  of  military  or 
ganizations,  and  the  difficulty  of  making  considerable  changes 
which  require  departmental  support  and  legislative  action— 
a  movement,  in  short,  of  the  whole  machinery  of  one  branch 
of  the  Government.  As  it  was,  however,  neither  the  Aca 
demic  Board  nor  the  more  intelligent  officers  of  the  Navy  were 
wholly  satisfied.  It  was  a  great  gain  that  four  years  were  se 
cured  for  study,  and  that  the  students  of  each  class  should  be 
gin  and  end  their  courses  at  the  same  time;  but  the  long  in 
termission  in  the  middle  of  the  course,  before  habits  of  study 
were  thoroughly  formed,  tended  to  break  up  and  scatter  the 
force  of  instruction,  and  to  destroy  the  unity  of  the  system. 


96  THE  NAVAL  ACADEMY.  PART  I. 

During  the  next  year  the  board  was  actively  engaged  in  fur 
ther  measures  of  organization,  and  in  revising  the  lately-adopt 
ed  rules.  f  July  30,  1850,  the  marking-scale  of  4  was  adopted, 
which  has  continued  in  use  since  that  time.  In  the  following 
spring  (May  31,  1851)  a  system  of  maximum  numbers  and 
common  differences  was  introduced,  to  be  used  in  making  up 
the  rank  of  the  students.  The  following  scale  was  used: 
Mathematics,  3 ;  English  studies,  2 ;  French,  2 ;  gunnery  and 
infantry-tactics,  2;  drawing,  i.*  This  scale  has  undergone 
repeated  modifications,  almost  yearly,  during  the  progress  of 
the  school,  to  meet  new  exigencies.  The  common  differences 
were  retained  in  use  until  the  end  of  the  academic  year 
i874-'75,  when  the  system  was  laid  aside  for  that  of  co-effi 
cients,  the  one  in  use  during  the  first  five  years  of  the  school. 
After  the  close  of  the  session  in  July,  1851,  the  Academic 
Board  addressed  a  letter  to  the  Secretary  of  the  Navy,  calling 
his  attention  to  the  importance  of  so  changing  the  system  as 
to  insure  a  consecutive  course  of  study  of  four  years  before 
actual  service.  From  this  letter  t  it  appears  that  the  board 
had  always  held  this  view,  and  that  it  had  the  approval  of 
the  Secretary,  but  that  it  had  not  been  urged  previously  in 
deference  to  the  opinion  of  distinguished  officers  of  the  serv- 

*  Corresponding  maxima  and  minima:  Mathematics,  300-100;  Eng- 
Hsh,  French,  gunnery,  200-67;  drawing,  100-33.  The  method  used 
was  as  follows  :  After  determining  the  order  of  merit  in  each  branch,  the 
number  expressing  the  maximum  of  merit  in  each  branch  was  attached  to 
the  first  name  on  the  roll  of  that  branch.  One-third  of  the  maximum  was 
attached  to  the  last  name  on  the  list  of  those  who  had  passed  in  that 
branch,  and  was  the  minimum  number  of  the  branch.  The  difference  be 
tween  the  maximum  and  the  minimum  was  then  distributed  by  a  common 
difference  among  all  the  members  of  the  class,  and  the  series  of  whole 
numbers  most  nearly  coinciding  with  the  series  so  found  was  taken  to  ex 
press  the  relative  merit  in  that  branch  of  the  members  of  that  class.  (Rec 
ord  Academic  Board,  I,  134.) 

t  Record  Academic  Board,  I,  p.  157. 


CHAP.  III.         THE  PERIOD  OF  TRANSITION.  97 

ice,  who  considered  it  indispensable  that  the  young  midship 
man  should  go  to  sea  early  in  order  to  form  those  tastes  and 
habits  which  were  deemed  essential  to  the  naval  officer. 
These  objections,  however,  had  since  been  obviated  by  the 
introduction  of  the  annual  practice-cruise,  in  which  it  was 
found  that  the  midshipmen  obtained  more,  and  more  valu 
able,  experience  than  in  their  first  cruise  under  the  old  sys 
tem.  It  was  understood  that  the  opposition  under  which  the 
plan  had  labored  the  year  before  had  been  withdrawn,  and 
the  board  accordingly  had  drawn  up  a  series  of  revisions 
which,  they  presented  to  the  attention  of  the  Department. 
The  changes  were  favorably  regarded,  and  referred  to  the 
board,  which  convened  in  October,  1851,  to  examine  mid 
shipmen  for  promotion,  and  which  was  composed  of  the  fol 
lowing  officers : 

Commodore  David  Conner. 

Captain  Samuel  L.  Breese. 

Commander  C.  K.  Stribling. 

Commander  A.  Bigelow. 

Commander  F.  Buchanan. 

Lieut.  Thomas  T.  Craven. 

This  board  considered  the  matter  and  incorporated  such 
changes  as  it  deemed  best  in  the  regulations ;  and  the  modi 
fied  system  was  approved  by  the  Secretary  of  the  Navy,  Hon. 
William  A.  Graham,  November  15,  1851,  since  which  time 
it  has  formed  the  basis  of  the  academic  organization. 


CHAPTER    IV. 


THE   FINAL  ORGANIZATION. 
1851-1876. 

The  essential  part  of  the  change  from  the  regulations  of 
1850  consisted  in  the  arrangement  of  the  course  in  four  suc 
cessive  years,  as  recommended  by  the  Academic  Board ;  in 
putting  the  age  of  admission  between  fourteen  and  sixteen ; 
and  in  withholding  the  warrants  until  the  end  of  the  four 
years.  At  that  time  each  acting  midshipman  who  passed  his 
final  examination  received  a  certificate  of  graduation,  which 
entitled  him  to  a  warrant  bearing  the  date  of  the  certificate. 
No  one  could  have  a  warrant  who  was  not  a  graduate  of  the 
Academy.  The  final  examination  was  to  take  place  in  June, 
at  the  close  of  the  course.  Candidates  for  admission  were 
appointed  before  March  of  each  year,  and  the  examination 
was  held  between  the  2oth  and  3ist  of  May.*  Candidates 
who  were  qualified  were  admitted  to  advanced  standing.  No 
candidate  or  midshipman  rejected  at  an  examination  or 
discharged  from  the  Academy  could  be  re-appointed  or 
restored. 

Slight  changes  were  made  in  the  course.  The  department 
of  modern  languages  was  divided  into  those  of  French  and 
Spanish,  and  a  department  of  drawing  was  created.  The 
instruction  in  the  latter  comprised  right-line  drawing,  sketch 
ing,  and  perspective.  Spanish  and  drawing  were  not  at  this 

*  Changed  to  September,  by  order  of  JS'avy  Department,  November  29, 
1852. 


CHAP.  IV.  THE  FINAL  ORGANIZATION.  gg 

time  represented  upon  the  Academic  Board.  Pyrotechny 
was  added  to  the  course  in  the  department  of  gunnery. 

A  master  was  to  be  detailed  as  assistant  to  the  executive 
officer,  to  have  general  charge  of  police  duty;  and  a  purser 
was  to  be  the  treasurer  and  disbursing  officer  of  the  insti 
tution. 

A  suitable  vessel  of  war  was  to  be  attached  to  the  Acad 
emy  as  a  practice-ship,  and  the  midshipmen  were  to  be  em 
barked  immediately  after  the  June  examination.  The  second 
class  had  leave  of  absence  till  the  3oth  of  September,  instead 
of  going  on  the  practice-cruise. 

Midshipmen  in  service  before  January  i,  1851,  continued 
to  a  certain  extent  the  old  course,  and  after  three  years  at 
sea  remained  one  year  at  the  Academy  to  pursue  such  a 
modified  course  as  might  suit  their  peculiar  situation.  Their 
examination  for  promotion  was  governed  by  the  old  regu 
lations. 

A  circular  of  the  Navy  Department,  issued  July  23,  1852, 
made  provision  for  the  examination  for  promotion  of  the 
midshipmen  who  came  under  the  new  system — /.  e.,  those 
appointed  after  January,  1851.  This  examination  was  to  be 
held  at  the  Naval  Academy  or  elsewhere,  by  a  board  of  three 
captains  and  two  commanders.  The  midshipmen  came  up 
after  getting  a  certificate  of  graduation  and  performing  three 
and  a  half  years  of  sea-service,  including  their  practice- 
cruises.  The  subjects  were  seamanship  and  naval  tactics 
only,  and  the  marks  given  were  combined  with  those  of  the 
academic  course  to  determine  the  relative  rank  of  the  mem 
bers  of  each  class. 

The  organization  adopted  in  1851  has  thus  far  met  the 
wants  of  the  institution.  Changes  in  detail  have  been  made 
at  intervals,*  but  the  general  system  has  been  preserved 

*  Many  of  these  are  referred  to  in  the  chapter  on  the  course  of  instruc 
tion. 


ioo  THE  NAVAL  ACADEMY.  PART  I. 

throughout  the  administrations  of  the  able  Superintendents 
who  have  for  the  last  twenty-five  years  presided  over  the 
Academy.  Except  for  the  temporary  interruptions  caused 
by  the  war,  the  records  during  these  years  bear  witness  to  the 
steady  prosperity  and  growth  of  the  school.  Of  late  years 
the  academic  staff  has  been  mainly  composed  of  graduates 
of  the  four-year  course,  with  a  considerable  number  of  in 
structors  appointed  from  civil  life.  Among  the  latter,  who  at 
one  time  or  another  have  been  connected  with  the  school, 
may  be  mentioned  the  late  Professor  Winlock,  of  Harvard 
University;  Prof.  J.  H.  C.  Coffin,  the  superintendent  of  the 
Nautical  Almanac;  Professor  Chauvenet,  afterward  chan 
cellor  of  the  Washington  University  of  Missouri;  Dr.  Augustus 
W.  Smith,  for  many  years  president  of  Wesleyan  University; 
William  F.  Hopkins,*  at  one  time  professor  of  chemistry  at  West 
Point,  and  afterward  at  William  and  Mary  College,  Virginia; 
Prof.  C.  J.  White,  registrar  of  Harvard  College;  W.  Woolsey 
Johnson,  professor  of  mathematics  at  Saint  John's  College ; 
Prof.  George  A.  Osborne,  of  the  Massachusetts  Institute  of 

*  Prof.  William  Fenn  Hopkins,  LL.D.,  was  a  graduate  of  the  Military 
Academy  at  West  Point,  in  the  class  of  1825.  He  was  commissioned 
second  lieutenant  in  the  Fourth  Artillery,  and  was  promoted  to  the  rank 
of  first  lieutenant  September  14,  1834.  He  served  at  the  Military 
Academy  as  assistant,  and  afterwards  as  acting,  professor  from  1825  to 
1835.  He  resigned  his  commission  June  30,  1836.  He  subsequently 
became  principal  of  Ihe  Norfolk  Academy,  Virginia,  (1843,)  professor  of 
natural  sciences  at  the  Western  Military  Institute,  Georgetown,  Ky., 
(1846,)  president  of  Masonic  University,  Clarksville,  Tenn.,  and  professor 
of  chemistry  at  William  and  Mary  College,  Virginia.  He  was  professor  of 
natural  and  expei-imental  philosophy  at  the  Naval  Academy  from  Sep 
tember  i,  1850,  to  March  i,  1859.  Upon  his  resignation  he  was  appointed 
United  States  consul  at  Jamaica,  W.  I.,  a  position  which  he  held  only 
four  months.  He  died  in  the  island  of  Jamaica  July  13,  1859.  Professor 
Hopkins  received  the  degree  of  A.  M.  from  Yale  College  in  1833,  and  that 
of  LL.  D.  from  Trinity  College,  Geneva,  N.  Y.,  in  1853.  (See  Cullum's 
Biographical  Register  of  United  States  Military  Academy,  vol.  I.) 


CHAP.  IV. 


THE  FINAL  ORGANIZA  TION. 


101 


Technology;  and  J.  W.  Langley,  recently  appointed  professor 
of  chemistry  and  physics  at  Michigan  University. 

The  period  from  1850  to  1852  had  been  one  of  transition ; 
and  even  until  1856  the  old  and  the  new  systems  worked  side 
by  side,  compelling  a  provisional  arrangement  of  studies.  The 
class  which  entered  in  October,  1851,  was  the  first  class 
under  the  present  system.  This  class  graduated  in  1855.  At 
the  semi-annual  examination  in  February,  1852,  however,  ten 
members  of  this  class  were  selected  for  advancement,  and  of 
these  ten,  six  completed  their  course  in  three  years,  graduat 
ing  in  June,  1854.  Of  these  six,  only  two,  Commanders 
Thomas  O.  Selfridge  and  Joseph  N.  Miller,  are  still  in  the 
service;  and  they  are  therefore  the  first  graduates  of  the  pres 
ent  academic  course  in  the  Navy.  Subsequent  classes  fol 
lowed  in  regular  order. 

Meanwhile,  the  midshipmen  who  had  entered  the  service 
before  1851  continued  to  report  for  study  at  the  end  of  their 
cruises.  The  following  table  will  show  the  order  in  which 
they  came : 


Number  examined. 


Original  entry  into  the 
service. 


184^ 

October,  1851. 

2  

184^ 

) 

16  

1846  

SJune,  1852. 

2 

1846          

2C 

I8/L7 

SJune,  1853. 

6 

I&17 

> 

22 

1848        

^June,  1854. 

7 

1848 

> 

1C 

l84Q   .           

£June,  1855. 

I 

1848 

7 

I  8AQ                          

>Tune,  1856. 

2O                ... 

l8^0... 

Y 

102  THE  NAVAL  ACADEMY.  PART  I. 

The  midshipmen  of  the  date  of  1850,  examined  in  June, 
1856,  were  the  last  students  who  came  under  the  old  system. 
The  date  of  1851  had  already  graduated,  six  in  1854,  and 
the  remainder  in  1855  ;  those  of  the  date  of  1852  graduated 
in  1856,  and  so  on  uniformly  till  the  breaking  out  of  the  war. 

In  October,  1853,  the  subjects  of  astronomy  and  navigation 
were  taken  from  the  department  of  mathematics  and  placed 
in  a  separate  department,  of  which  Professor  Chauvenet 
assumed  the  charge.  Other  transfers  of  a  like  character  were 
made  from  time  to  time,  but  none  of  them  of  such  import 
ance  as  to  alter  the  general  organization. 

Commander  Louis  M.  Goldsborough  relieved  Captain 
Stribling  as  Superintendent  on  the  ist  of  November,  1853, 
and  retained  the  charge  for  four  years.  In  September,  1857, 
he  was  in  turn  relieved  by  Capt.  George  S.  Blake.  In  1859 
Professor  Chauvenet  resigned  to  accept  an  appointment  in 
the  Washington  University.  The  connection  of  Professor 
Chauvenet  with  the  Academy  for  a  period  of  nineteen  years, 
from  its  foundation,  is  one  of  the  most  important  facts  in  its 
early  history.  The  thoroughness  and  efficiency  which  have 
always  characterized  the  instruction  in  mathematics  and  navi 
gation  are  largely  due  to  his  earnest  and  successful  efforts.* 

*  William  Chauvenet,  LL.  D.,  was  born  in  Milford,  Pa.,  May  24,  1819, 
and  died  at  Saint  Paul,  Minn.,  December  13,  1870.  He  graduated  with 
high  honors  in  1840  at  Yale  College,  and  immediately  became  associated 
with  Alexander  Dallas  Bache  in  important  meteorological  and  magnetic 
observations  at  Girard  College.  He  was  appointed  December  30,  1841, 
a  professor  of  mathematics  in  the  Navy.  He  was  attached  to  the  Naval 
School  at  Philadelphia,  and  was  one  of  the  most  active  and  efficient  pro 
moters  of  the  establishment  and  organization  of  the  Academy  at  Annapolis. 
In  1859  he  was  called  to  the  chair  of  mathematics  and  astronomy  at  Yale 
College,  and  to  the  same  position  at  the  Washington  University  of  St. 
Louis.  He  accepted  the  latter,  and  retained  it  till  1868,  when  ill-health 
compelled  him  to  resign.  He  had  in  the  mean  time  been  appointed  chan 
cellor  of  Washington  University.  Many  of  his  contributions  to  scientific 


CHAP.  IV.  THE  FINAL  ORGANIZATION.  IO^ 

The  age  and  qualifications  for  admission  have  undergone 
occasional  modifications.  The  standard  has  been  somewhat 
raised,  but  the  changes  have  been  gradual  and  slight,  so  that 
even  at  the  present  time  the  examination  is  of  a  very  ele 
mentary  character.  The  regulations  of  1 85 5  fixed  the  required 
age  as  over  fourteen  and  under  seventeen  years.  In  1860 
the  maximum  was  fixed  at  under  eighteen;  and  these  limits 
are  still  preserved. 

The  first  summer  practice-cruise  was  made  in  the  United 
States  steamer  John  Hancock,  commanded  by  Lieutenant 
Craven,  in  1851.  The  cruise  was  short,  and  was  confined  to 
Chesapeake  Bay.  Later  in  the  summer  the  midshipmen  em 
barked  in  the  sloop  of  war  Preble  and  cruised  for  some  time 
at  sea  and  off  the  coast  of  Maine.  Since  that  time  cruises 
have  been  made  every  year,  except  in  1861. 

In  October,  1859,  it  was  found  that  the  quarters  were  too 
small  to  hold  all  the  midshipmen,  and  the  experiment  was 
tried  of  quartering  a  part  of  them  on  board  of  one  of  the 
practice-ships.  The  sloop  of  war  Plymouth  was  at  that  time 
moored  off  the  Academy.  The  battery  was  removed,  with 
the  exception  of  four  guns,  and  the  main  deck  converted  into 
study  and  recitation  rooms.  The  new  fourth  class  were  put 
on  board,  messing  and  sleeping  on  the  berth-deck.  Gas  and 
steam  were  carried  from  the  shore,  and  a  scow  served  as  a 
means  of  communication.  The  crew,  twenty-five  in  number, 

knowledge  were  of  great  practical  value,  such  as  his  methods  of  determin 
ing  the  longitude  at  sea,  of  rating  chronometers,  and  of  great-circle  sailing- 
charts.  His  "Treatise  on  Practical  and  Spherical  Trigonometry  "  (1863) 
was  said  by  Professor  Bond,  of  Harvard  College,  to  be  "  the  most  thorough 
and  complete  which  had  appeared  in  any  country  or  language."  His 
other  works  include  "The  Binomial  Theorem  Theory  of  Exponents  and 
of  Logarithms,"  (1843;)  "  Plane  and  Spherical  Trigonometry,"  (1850;) 
and  "  On  Elementary  Geometry,"  (1870.)  (The  above  notice  is  taken 
mainly  from  the  revised  edition  of  Appleton's  Cyclopedia,  4,  p.  346.) 


104  THE  NAVAL  ACADEMY.  PART  I. 

lived  forward  on  the  main  deck.*  In  the  next  year  the  frig 
ate  Constitution  took  the  place  of  the  Plymouth.  She  was 
arranged  somewhat  as  the  other  vessel  had  been;  a  house 
was  built  for  the  crew  on  the  spar-deck,  and  the  two  lower 
decks  were  used  by  the  midshipmen.  The  Constitution  was 
ill-adapted  for  practice-cruises,  and  was  attached  to  the  Acad 
emy  solely  as  a  school-ship,  for  which  purpose  her  historical 
associations  seemed  to  make  her  peculiarly  appropriate. 

During  the  following  winter,  the  growing  complications  in 
national  affairs  caused  serious  apprehensions  at  the  Academy. 
As  one  State  after  another  seceded,  strong  pressure  from  home 
was  brought  to  bear  on  midshipmen  from  the  South,  and 
some  of  them  sent  in  their  resignations.  By  the  middle  of 
April  the  situation  had  become  alarming.  Disaffection  to  the 
Union  prevailed  to  some  extent  in  the  neighborhood,  and 
the  Superintendent,  Captain  Blake,  received  intimations  of  a 
threatened  attack.  It  is  uncertain  whether  any  such  attack 
was  really  projected,  but  the  officers  in  charge  of  the  station 
had  every  reason  to  apprehend  one.  On  the  i5th  of  April, 
Captain  Blake  wrote  to  the  Secretary  of  the  Navy,  describing 
the  defenceless  character  of  the  place  and  submitting  a  plan 
of  action  in  case  of  attack.  He  proposed  to  destroy  the  guns 
and  stores  that  he  could  not  carry  away,  embark  officers  and 
midshipmen  on  board  the  Constitution,  and  take  her  to  Phil 
adelphia.  He  was  especially  anxious  that  this  vessel  should 
not  fall  into  the  hands  of  the  insurgents,  having  "  had  in 
formation,"  as  he  says  in  one  of  his  letters,  "  that  it  is  the 
determination  of  a  great  many  people  of  this  State  that  the 
Constitution  shall  be  the  first  ship  of  war  to  hoist  the  flag  of 
the  Confederate  States."  At  this  time  she  was  in  her  position 
as  school-ship,  moored  to  the  wharf,  and  under  the  command 

*  Lull,  p.  49. 


CHAP.  TV.  THE  FINAL  ORGANIZATION.*  IOS 

of  Lieut.  George  W.  Rodgers.  Her  guns  were  double-shotted, 
and  every  preparation  was  made  which  the  limited  means  at 
the  disposal  of  her  commander  allowed. 

In  the  mean  time  the  state  of  affairs  outside  grew  daily 
worse.  Communication  with  Washington  was  uncertain. 
The  telegraph-wires  were  cut.  It  became  necessary  to  send 
dispatches  to  the  Department  by  officers  of  the  school  ordered 
to  make  their  way  as  well  as  they  could  to  the  capital. 
Every  precaution  was  taken  to  prevent  ah  attack.  The 
Superintendent  endeavored  to  maintain  a  conciliatory  policy 
toward  the  citizens;  but,  notwithstanding  the  good  disposition 
of  the  better  classes  without  the  walls,  the  officers  passed 
several  days  and  nights  in  great  suspense  and  anxiety. 

On  the  i Qth  of  April,  the  Massachusetts  Sixth  Regiment 
was  attacked  by  the  mob  in  Baltimore.  General  B.  F.  Butler 
with  the  Massachusetts  Eighth  was  then  at  Philadelphia,  and 
seeing  the  impossibility  of  taking  his  men  through  Baltimore, 
consulted  with  Commodore  Dupont,  commanding  the  Phila 
delphia  navy-yard,  and  General  Patterson,  as  to  the  best 
route  to  be  taken  to  Washington.  It  was  decided  that  the 
troops  should  leave  the  railway  at  Perry ville  and  go  by  water 
to  Annapolis,  from  which  place  it  was  supposed  they  might 
easily  reach  their  destination.  Butler  left  Philadelphia  on  the 
2oth,  seized  the  large  ferry-boat  Maryland  at  Perry  ville,  em 
barked  his  men,  and  arrived  off  Annapolis  a  little  after  mid 
night.  He  was  surprised  to  find  the  town  and  the  Academy 
lit  up,  and  the  people  astir.  Rumors  had  been  spread  that 
the  attack  on  the  Constitution  was  to  be  made  that  night  by 
a  party  from  Baltimore,  joined  by  southern  sympathizers  in 
the  town,  and  the  officers  were  making  such  preparations  as 
they  could  to  resist  it.  At  first  the  troops  in  the  Maryland 
were  supposed  to  be  enemies,  and  the  people  on  board  the 
Constitution  were  just  about  to  open  fire  upon  her  when  they 


I06  THE  NAVAL  ACADEMY.  PART  I. 

found,  to  their  surprise  and  their  great  relief,  that  she  carried 
their  friends.* 

General  Butler  immediately  offered  the  use  of  the  Maryland 
to  Captain  Blake  to  tow  the  Constitution  away  from  the 
wharf  and  beyond  the  reach  of  danger.  In  performing  this 
service  the  Maryland  got  aground,  and  remained  so  during 
the  next  day  and  night.  Governor  Hicks,  of  Maryland,  who 
was  then  at  Annapolis,  (his  official  residence  being  just  out 
side  the  Academy  grounds,)  protested  against  the  landing  of 
the  troops;  and  during  the  day  letters  were  exchanged,  and 
a  conference  took  place  between  him  and  the  General  on  the 
subject.  On  the  morning  of  the  22d,  General  Butler  having 
already  determined  to  land,  the  steamer  Boston  appeared  in 
the  harbor  with  the  New  York  Seventh  Regiment  on  board. 
The  latter  was  landed  at  the  Academy  wharf,  and  the  steamer 
then  took  off  the  Massachusetts  troops  from  the  Maryland. 
They  were  quartered,  as  far  as  was  possible,  in  the  buildings, 
and  the  rest  encamped  on  the  grounds. 

By  this  time  the  routine  of  the  school  was  broken  up  and 
the  place  was  transformed  into  a  camp.  The  two  regiments 
soon  left  for  Washington,  the  Massachusetts  Eighth  rebuild 
ing  the  railway  on-  its  march,  which  had  been  torn  up  by  se 
cessionists.  Before  their  departure,  other  troops  had  arrived. 
On  the  23d,  ten  members  of  the  first  class  of  midshipmen 
were  ordered  to  report  at  the  Navy  Department  for  active 
service.  On  the  24th,  the  remaining  midshipmen  were  trans 
ferred  to  the  Constitution,  and  Captain  Blake  wrote  to  the 
Department  recommending  the  immediate  removal  of  the 
school.  He  proposed  Fort  Adams,  at  Newport,  R.  I.,  as  the 
most  available  place  for  the  moment;  and  he  suggested  that 
the  steamer  Baltic,  then  used  as  a  transport  between  New 
York  and  Annapolis,  should  take  the  officers  and  their  families. 
*  Lossing,  i,  p.  435. 


CHAP.  IV.  THE  FINAL  ORGANIZATION.  IO7 

As  there  was  no  probability  that  instruction  could  be  suc 
cessfully  resumed  at  Annapolis  for  a  long  time,  Secretary 
Welles  adopted  the  recommendation,  and  on  the  2yth  the 
Academy  was  ordered  to  Newport.  The  Baltic,  commanded 
by  Capt.  Oliver  Eldridge,  was  placed  in  charge  of  Lieut.  C. 
R.  P.  Rodgers,*  the  commandant  of  midshipmen  at  that  time. 
All  the  books,  furniture,  models,  and  apparatus  that  could  be 
transported  were  packed  and  placed  on  board.  The  officers 
and  professors  embarked  with  their  families,  and  on  the  even 
ing  of  the  9th  of  May  the  Baltic  arrived  at  Newport.  The 
Constitution,  under  Lieut.  G.  VV.  Rodgers,  with  the  midship 
men  on  board,  which  had  been  for  some  days  at  New  York, 
came  in  about  two  hours  before  the  Baltic. 

The  quarters  at  Fort  Adams  were  in  casemates  which  had 
not  been  inhabited  for  eighteen  months,  and  were  found  very 
damp  and  unwholesome.  They  furnished  a  scanty  accommo 
dation  for  about  one-half  of  the  officers  and  professors  who 
had  been  quartered  at  Annapolis.  They  were  made  ready 
with  all  dispatch,  and  in  the  mean  time  lodgings  were  hired 
for  the  officers  in  town.  Captain  Blake  having  remained  in 
Annapolis,  the  commandant  of  midshipmen,  Lieut.  C.  R.  P. 
Rodgers,  had  charge  of  the  re-organization  of  the  school.  So 
rapidly  was  it  accomplished,  that  on  the  i3th  instant,  four 
days  after  the  arrival,  studies  and  recitations  were  in  full  oper 
ation;  and  this  in  the  face  of  the  greatest  obstacles,  most  of 
the  line-officers  on  duty  having  been  detached  and  ordered 
into  active  service.  The  midshipmen,  also,  were  ordered  off  in 
large  numbers.  The  remaining  half  of  the  first  class,  and  all 
the  members  of  the  second  and  third  classes,  except  a  few  re 
tained  to  assist  in  the  discipline  of  the  school,  were  detached 
soon  after  the  loth  of  May.  The  studies  of  these  midshipmen 
were,  of  course,  much  abridged;  those  who  entered  had  in  '59 
*Now  Superintendent  of  the  Naval  Academy. 


io8  THE  NAVAL  ACADEMY.  PART  I. 

going  over  only  the  elementary  course  of  the  first  two  years. 
But  the  needs  of  the  country  admitted  of  no  alternative.  At 
the  close  of  the  year  the  fourth  class  was  the  only  one  at  the 
Academy.  They  were  kept  steadily  at  exercises  and  drills 
throughout  the  summer,  with  a  limited  course  of  study  and 
recitation.  The  detachment  of  the  upper  classes  having 
caused  numerous  vacancies,  a  very  large  class,  two  hundred 
in  number,  entered  in  the  summer  of  1861.  All  these  were 
quartered  on  board  the  school-ship. 

As  the  fort  failed  to  give  adequate  or  comfortable  accom 
modation  to  the  officers  and  upper  classes  of  midshipmen,  the 
Atlantic  House,  a  large  hotel  in  a  central  part  of  the  city,  was 
rented  for  a  year  by  the  Government.  The  Academy  was 
moved  in  by  the  ist  of  October,  the  beginning  of  the  next 
academic  year.  This  arrangement  proved  the  most  satisfac 
tory  that  could  be  made,  and  it  was  .followed  for  the  next 
three  years.  The  Constitution  was  still  used  as  a  school-ship, 
and  was  moored  alongside  the  wharf  on  Goat  Island,  with  the 
fourth  class  on  board.  The  frigate  Santee  was  also  attached 
to  the  Academy  as  a  school-ship. 

In  September,  1865,  Commodore  Blake  was  relieved  by 
Admiral  Porter,*  after  an  able  administration  of  eight  years, 
under  the  most  trying  circumstances — the  longest  in  the  his 
tory  of  the  Academy.! 

*At  this  time  rear-admiral. 

t  Commodore  George  Smith  Blake  was  born  at  Worcester,  Mass.,  in 
1803.  He  was  the  son  of  Francis  Blake,  esq.,  a  distinguished  lawyer  of 
Worcester.  He  was  appointed  midshipman  in  1818,  and  lieutenant  in 
1827.  Soon  after  the  latter  date  he  made  a  cruise  in  the  Grampus,  on 
the  West  India  station,  for  the  suppression  of  piracy.  In  1832  he  was 
employed  on  a  special  survey  of  Narragansett  Bay,  and  from  i835~'46 
he  was  attached  to  the  Coast  Survey.  He  commanded  the  lO-gun  brig 
Perry  in  1846,  and  was  wrecked  on  the  coast  of  Florida.  From  i849~'52 
he  was  attached  to  the  Mediterranean  squadron.  In  1855  he  was  pro 
moted  to  captain,  and  in  1862  to  commodore.  After  his  retirement  from 


CHAP.  IV.  THE  FINAL  ORGANIZATION.  TOg 

Congress  had  already  decided  upon  the  return  of  the 
Academy  to  Annapolis,*  and  the  change  was  to  be  made  be 
fore  the  beginning  of  the  academic  year  of  1865.  Soon 

the  Academy,  he  was  for  some  time  light-house  inspector.     He  died  at 
Longwood,  Mass.,  June  24,  1871. 

He  is  spoken  of  as  a  gallant  and  accomplished  officer,  a  man  of  fine 
culture,  a  graceful  and  elegant  writer,  and  as  having  possessed  good  ex 
ecutive  ability  and  a  genial  and  affable  address. 

The  Secretary  of  the  Navy,  in  a  letter  to  Captain  Blake,  October  9, 
1861,  said: 

"Your  letter  of  the  3d  instant,  informing  the  Department  of  your 
readiness  for  any  service,  is  received. 

"Appreciating  your  motives,  but  valuing  your  services  in  the  present 
condition  of  the  institution  over  which  you  preside,  the  Department  spe 
cially  desires  your  continuance  at  least  for  the  present." 

After  the  close  of  the  war  the  Secretary  addressed  the  following  letter 
to  Commodore  Blake : 

"NAVY  DEPARTMENT,  August  30,  1865. 

"  SIR:  In  relieving  you  from  the  important  position  of  Superintendent 
of  the  Naval  Academy,  which  you  have  conducted  with  zeal  and  ability 
for  the  last  eight  years,  the  Department  takes  occasion  to  express  to  you 
its  acknowledgment  of  your  valuable  services  during  an  excited  and  in 
teresting  period. 

"  The  removal  of  the  Academy  from  Annapolis  to  Newport,  which  was 
effected  under  your  superintendence,  and  the  final  termination  of  the 
school  at  the  latter  place,  have  been  events  of  importance  in  the  history 
of  the  institution,  and  with  them  your  name  and  services  are  honorably 
identified.  In  retiring  from  the  position  which  you  have  so  long  occu 
pied  with  distinction,  I  tender  to  you  the  respectful  regard  of  the  De 
partment. 

"Very  respectfully, 

"GIDEON  WELLES, 

"  Secretary  of  the  Navy. 

"  Commodore  GEORGE  S.  BLAKE." 

(See  Drake's  Dictionary  of  American  Biography;  Hamersly's  Records 
of  Living  Officers;  and  Appleton's  Annual  Cyclopedia,  1871.) 

*Act  approved  May  21,  1864,  "making  appropriations  for  the  naval 
service,"  section  4. 


no  THE  NAVAL  ACADEMY.  PART  I. 

after  the  close  of  the  war,  the  War  Department,  which  had 
used  the  buildings  and  grounds  as  a  hospital  and  military 
station,  restored  them  to  the  Navy,  and  the  transfer  of  the 
Academy  from  Newport  took  place  immediately  after  Admi 
ral  Porter's  accession.  All  traces  of  the  military  occupation 
were  removed  or  destroyed. 

During  Admiral  Porter's  administration  many  important 
changes  and  improvements  were  made,  both  in  the  extension 
of  the  course  of  instruction,  and  in  additions  to  the  grounds 
and  the  erection  of  buildings.  In  1865  the  new  department 
of  steam-engineering  was  established,  and  in  the  next  year 
a  class  of  acting  third  assistant  engineers  was  ordered  to  the 
Academy  for  instruction.  Their  course  embraced  the  subjects 
of  steam-engineering,  iron-manufacture,  chemistry,  mechan 
ics,  and  practical  exercises  with  the  steam-engine  and  in  the 
machine-shop.  This  class  graduated  in  June,  1868,  together 
with  two  cadet-engineers,  who  had  entered  the  Academy  in 
1867.  A  building  was  erected  for  the  new  department,  and 
furnished  amply  with  the  best  apparatus  for  giving  instruc 
tion.  In  1868  the  chapel  was  built  and  the  old  chapel  was 
converted  into  a  hall  for  trophies  and  the  models  of  the  de 
partment  of  gunnery.  In  the  next  year  the  large  hall  known 
as  the  "  new  quarters  v  was  finished,  and  the  use  of  the  Consti 
tution  as  a  school-ship  was  presently  discontinued,  the  build 
ings  now  affording  accommodation  for  all  the  students.  The 
Santee  had  been  previously  fitted  up  as  a  gunnery-ship.  The 
fourth  class  of  i868-'69  was  the  last  class  quartered  on  board 
the  Constitution.  Three  years  later  she  was  removed  from 
the  Academy. 

During  Admiral  Porter's  administration,  also,  the  executive 
mansion  of  the  governor  of  Maryland,  with  the  grounds 
belonging  to  it,  was  bought  from  the  State  by  the  Govern 
ment.  The  whole  purchase,  together  with  parts  of  Scott  street 


Ill 


CHAP.  IV.  THE  FINAL  ORGANIZATION. 

and  Governor  street  adjoining,  was  inclosed  within  the  aca 
demic  walls.  The  wings  of  the  governor's  house  were 
removed,  and  a  new  row  of  officers'  quarters,  including  a 
house  for  the  board  of  visitors,  was  built  upon  the  new  acqui 
sition.  The  governor's  house  became  the  library-building  of 
the  Academy. 

When  the  Bureau  of  Navigation  was  established,  in  1862, 
the  Academy  was  placed  under  its  supervision,  as  it  had 
formerly  been  under  that  of  the  Bureau  of  Ordnance  and 
Hydrography.  On  the  ist  of  March,  1867,  it  was  placed 
under  the  direct  care  and  supervision  of  the  Navy  Depart 
ment,  the  administrative  routine  being  still  conducted  through 
the  bureau.  This  system  was  followed  until  March  n,  1869, 
when  all  connection  with  the  bureau  ceased. 

In  December,  1869,  Admiral  Porter  was  succeeded  by 
Rear- Admiral  John  L.  Worden.  Admiral  Worden's  admin 
istration  extended  to  October,  j8;4,  and  the  period  was  one 
of  steady  progress.  In  October,  1871,  a  new  class  of  cadet- 
engineers  was  admitted.  It  followed  a  two-year  course, 
somewhat  more  extended  than  that  of  the  class  of  1868,  and 
graduated  in  1873.  Similar  classes  were  admitted  in  1872 
and  1873,  graduating  respectively  in  1874  and  1875.  By  an 
act  of  Congress  approved  February  24,  1874,  the  course  of 
instruction  for  cadet-engineers  was  made  four  years  instead 
of  two,  and  the  new  provision  was  first  applied  to  the  class 
entering  in  1874.  During  Admiral  Worden's  administration 
many  improvements  were  made  in  the  buildings  and  grounds. 
The  most  important  of  these  was  the  purchase  of  four  acres 
of  land  in  the  rear  of  the  midshipmen's  quarters,  and  the 
removal  or  destruction  of  the  dilapidated  frame  dwellings 
and  tenements  which  occupied  the  neighborhood. 

In  September,  1874,  Admiral  Worden  left  the  Academy  to 
take  command  of  the  Mediterranean  squadron,  and  his 


II2  THE  NAVAL  ACADEMY.  PART  I. 

place  was  taken  by  Rear- Admiral  C.  R.  P.  Rodgers,  who  had 
been  commandant  of  midshipmen  at  the  outbreak  of  the 
war.  At  the  present  time  Admiral  Rodgers  still  holds  the 
office  of  Superintendent.  During  the  last  two  years  various 
improvements  have  been  made.  The  brick  structure  origi 
nally  built  for  the  convenience  of  the  photographer  has  been 
considerably  enlarged  and  altered  into  a  chemical  laboratory, 
which  is  provided  with  all  the  necessary  appurtenances.  The 
physical  laboratory  has  been  refitted,  and  its  accommoda 
tions  have  been  enlarged.  A  mess-hall  for  the  officers'  mess 
has  been  provided  in  the  bachelors'  quarters,  and  the  old 
mess-hall  has  been  converted  into  a  spacious  and  much-needed 
lecture-room.  The  library  has  been  altered  so  as  to  give 
much  greater  shelf-room,  and  a  considerable  extension  has 
been  added  to  the  observatory.  The  four  houses  near  the 
hospital,  built  for  officers'  quarters  during  the  superintendency 
of  Captain  Goldsborough,  and  known  as  Goldsborough  Row, 
have  been  altered  into  apartment-houses,  with  four  excellent 
suites  of  apartments  in  each  house,  each  suite  occupying  a 
floor.  One  of  these  houses  was  previously  occupied  by  the 
medical  officer  of  the  Academy,  and  each  of  the  other  three 
was  given  to  three  families,  though  originally  built  for  only 
one.  With  the  alterations  which  have  been  made,  the  four 
houses  now  accommodate  sixteen  families  with  far  more  ease 
and  convenience  than  they  formerly  held  ten.  A  part  of  the 
upper  floor  of  the  new  quarters  has  been  utilized  by  fitting  it 
up  as  a  drawing-room  for  the  class  in  descriptive  geometry; 
and  a  considerable  piece  of  land  has  been  reclaimed  by  the 
extension  of  the  sea-wall  on  Severn  River. 

In  the  fall  of  1874  the  name  of  "cadets"  was  adopted  as 
a  collective  designation  for  the  students  of  the  Academy, 
comprising  cadet-midshipmen  and  cadet-engineers.  In  Janu 
ary,  1875,  it  was  decided  to  turn  back  the  deficient  cadets  of 


CHAP.  IV.  THE  FINAL  ORGANIZATION.  II3 

the  fourth  class  to  review  the  studies  of  the  first  term,  instead 
of  allowing  them  to  go  on  with  a  class  already  far  in  advance 
of  them  and  dropping  them  in  June,  as  had  been  the  previous 
custom.  Two  or  three  months  later,  a  thorough  revision  was 
made  of  the  course  of  study  in  all  departments,  one  of  the 
objects  of  which  was  to  put  the  professional  studies  as  far  as 
possible  into  the  last  two  years  of  the  course,  leaving  the 
first  years  for  those  which  were  more  general  or  elementary. 
At  the  same  time,  the  system  of  common  differences  used 
since  1851  in  computing  marks,  was  laid  aside,  and  a  system 
of  co-efficients  or  factors  was  adopted,  the  same,  it  will  be 
remembered,  which  was  first  used  in  the  school.  During  the 
first  three  months  of  the  academic  year  i875-'y6  a  revised 
code  of  regulations  was  prepared,  which  went  into  operation 
January  i,  1876. 

In  1873,  a  law  was  passed  enacting  that  "from  and  after 
the  thirtieth  day  of  June,  1873,  the  term  of  the  classes  in  the 
Naval  Academy  at  Annapolis  shall  be  six  years,  instead  of 
four,  as  now  provided  by  law,  and  this  provision  shall  first 
apply  to  the  class  entering  the  Academy  in  the  year  1873 
and  to  all  subsequent  classes."* 

*  Act  approved  March  3,  1873,  "making  appropriations  for  the  naval 
service"  for  the  year  ending  June  30,  1874. 


CHAPTER   V. 


GROUNDS. 

The  territory  around  Fort  Severn,  transferred  in  1845  with 
the  fort  to  the  Navy  Department,  comprised  about  nine  acres. 
It  had  been  under  the  control  of  the  War  Department  since 
1808,  when  the  Government  bought  part  of  it  from  the  heirs  of 
the  Dulany  family,*  in  whose  possession  the  place  had  been  for 
many  years,  and  part  of  it  from  the  city  of  Annapolis. t  The 
fort  itself  was  built  upon  the  land  known  as  Windmill  Point, 
the  easternmost  extremity  of  Annapolis.  The  Dulanys  had 
purchased  the  place  in  1753,  but  considerable  additions  had 
been  made  to  it  during  the  fifty-five  years  that  it  remained 
in  the  family. 

The  grounds  transferred  in  1845  extended  from  the  fort, 
in  a  northwesterly  direction  along  the  bank  of  Severn  River? 
to  a  point  opposite  the  middle  gate  of  the  Academy.  The 
river  at  that  time  came  to  the  foot  of  the  terrace  in  the  rear 
of  the  Seamanship  Hall.  On  the  side  toward  Chesapeake 

*  Deed  of  November  14,  1808,  from  Henry  Moore  Ridgely,  executor 
of  Walter  Dulany,  for  seven  acres  of  land  in  the  city  of  Annapolis,  on 
which  Fort  Severn  was  built.  Liber  N.  H.,  No.  14,  folio  540,  &c. 

t  Deed  of  December  12,  1808,  from  the  mayor,  recorder,  aldermen, 
and  common  council  of  the  city  of  Annapolis  to  the  United  States,  for 
one  undivided  half  of  two  and  three-quarters  acres  of  land  in  the  qity  of 
Annapolis.  Recorded  December  13,  1808,  in  Liber  N.  H.,  No.  14,  folio 
543,  one  of  the  land-records  of  Anne  Arundel  County. 


CHAP.  V.  GROUATDS.  II5 

Bay  the  shore  curved  in  from  the  fort  toward  the  centre  of 
the  Plain,  and  curved  out  again  to  the  angle  in  the  present 
sea-wall.  At  the  innermost  point  of  the  curve,  and  near  the 
water,  stood  the  large  mulberry-tree  which  is  now  in  the 
middle  of  the  Plain ;  a  considerable  segment  of  the  latter 
being  made  land.  At  the  angle  in  the  sea-wall  a  point  of  land 
ran  out  into  the  harbor,  from  which  the  wall  bounding  the 
territory  of  the  fort  extended  in  a  line  parallel  with  the  general 
course  of  the  Severn  River.  The  wall  was  of  brick,  about 
nine  feet  high,  and  buttressed  at  intervals.  One  side  of  the 
commissary's  office,  at  the  old  post,  was  built  upon  it;  and 
this  little  building,  with  one  story  added,  has  since  been  used 
as  quarters  for  officers,  and  later  as  a  paymaster's  office.  In 
1873  this  house  again  became  a  dwelling,  and  it  is  now  No.  27, 
officers'  quarters.  The  fort-wall  may  still  be  seen  distinctly 
in  the  side  of  this  house,  from  which  it  runs  back  some  dis 
tance,  bounding  the  garden.  This  fragment  of  the  old  wall 
is  about  80  feet  in  length. 

Just  outside  of  the  old  wall  ran  a  street,  called  Scott  street, 
long  since  taken  into  the  Academy  grounds.  The  line  of 
this  street  is  still  distinctly  marked,  however,  by  a  row  of  fine 
maple-trees,  planted  by  Commander  Buchanan  in  the  spring 
of  1847,  and  running  almost  without  interruption  from  the 
rear  of  the  wooden  cottage  occupied  by  the  secretary,  to  the 
road  leading  from  the  upper  gate  to  the  steamboat-wharf. 
This  road  is  itself  an  old  street  of  Annapolis,  being  a  contin 
uation  of  Maryland  avenue,  (at  that  time  called  Northeast 
street;)  and  the  last  of  the  -row  of  maple-trees  is  near  this 
street  and  marks  its  junction  with  Scott  street.* 

The  avenue  leading  from  the  middle  gate  was  also  in  for 
mer  times  a  street,  known  as  Governor  street.  At  its  end  it 

*  The  tree  alluded  to  is  about  40  feet  above  the  path  leading  to  the  main 
entrance  of  the  cadets'  quarters. 


n6  THE  NAVAL  ACADEMY.  PART  I. 

was  crossed  by  Scott  street;  and  here  was  the  gate  opening 
into  the  grounds  of  Fort  Severn — on  Scott  street,  that  is,  oppo 
site  Governor  street,  and,  consequently,  opposite  the  middle 
gate  of  the  Academy.  The  grounds  of  the  fort  ended  just 
beyond  this  gate,  and  the  wall,  turning  at  right  angles,  and 
continuing  the  line  of  Governor  street,  ran  in  a  straight  line 
to  Severn  River. 

During  all  this  period  of  possession  by  the  United  States 
the  jurisdiction  of  the  State  of  Maryland  within  the  territory 
had  not  been  given  up,  though  it  had  never  been  exercised. 
Less  than  a  year,  however,  after  the  foundation  of  the  Naval 
School,  at  the  request  of  the  authorities,  the  following  act 
was  passed  : 

"AN  ACT  ceding  to  the  United  States  jurisdiction  over  the  sites  of 
Forts  Madison  and  Severn." 

"SECTION  i.  Be  it  enacted  by  the  general  assembly  of  Mary 
land,  That  the  jurisdiction  and  control  over  the  lands  owned 
by  the  United  States,  and  constituting  the  site  of  Fort  Mad 
ison,  on  the  Severn  River,  and  the  site  of  Fort  Severn,  on 
Windmill  Point,  both  situated  in  Annapolis  Harbor,  in  the 
county  of  Anne  Arundel,  be,  and  the  same  is  hereby,  ceded 
and  vested  in  the  said  United  States  for  military  purposes : 
Provided  always,  and  the  cession  and  jurisdiction  aforesaid 
are  granted  upon  the  express  condition,  that  this  common 
wealth  shall  retain  a  concurrent  jurisdiction  with  the  United 
States  in  and  over  the  said  lands  and  ceded  territory,  so  far 
as  that  all  civil  and  such  criminal  process  as  may  issue  under 
the  authority  of  this  commonwealth"  against  any  person  or 
persons  charged  with  crimes  committed  without  the  said  lands 
and  ceded  territory,  may  be  executed  therein  in  the  same  way 
and  manner  as  though  this  cession  and  consent  had  not  been 

*  Passed  by  the  general  assembly  of  Maryland,  March  3,  1846. 


CHAP.  V.  GROUNDS. 


made  and  granted,  except  so  far  as  such  process  may  effecs 
(sic]  the  real  and  personal  property  of  the  United  State  t 
within  the  ceded  territory. 

"SEC.  2.  And  be  it  enacted,  That  the  property  over  which 
jurisdiction  is  granted  by  this  act  shall  be  exonerated  and  dis 
charged  from  all  taxes  and  assessments  which  may  be  levied 
or  imposed  under  the  authority  of  this  State,  while  the  said 
lands  and  ceded  territory  shall  remain  the  property  of  the 
United  States,  and  shall  be  used  for  the  purposes  intended  by 
this  act." 

The  first  addition  to  the  original  grounds  of  the  Naval 
School  was  made  under  Commander  Upshur,  and  included 
the  land  adjacent  to  the  school  and  lying  between  Scott  street 
and  the  Severn.  It  reached  to  Northeast  street,  (Maryland 
avenue  extended,)  and  was  comprised  in  three  lots  bought  by 
the  United  States  at  different  times  during  the  year  1847. 
The  boundary  of  this  acquisition  is  distinctly  shown  by  the 
row  of  trees  before  mentioned,  in  the  rear  of  the  Herndon 
monument.  Several  buildings  were  standing  on  this  land  at 
the  time  of  purchase,  all  of  which  have  since  disappeared. 
The  only  buildings  now  standing  on  it  are  the  gunnery  hall, 
the  observatory,  the  hall  of  the  department  of  steam-engineer 
ing,  and  the  band-stand. 

The  next  additions  were  made  during  the  administration 
of  Commander  Stribling,  in  1853,  one  or  two  of  the  final 
transfers  not  being  completed  till  the  arrival  of  his  successor, 
Commander  Goldsborough.  One  part  consisted  of  land  lying 
between  Scott  street,  Governor  street,  Hanover  street,  and 
Northeast  street,  now  occupied  by  the  Academy  chapel  and 
by  the  row  of  officers'  quarters  numbered  from  one  to  eleven, 
called  Blake  row,  and  including  the  lawns  in  front  as  far  as 
the  old  line  of  Scott  street.*  The  other  addition  comprised 

*  This  side  of  Scott  street  is  marked  by  five  locust-trees,  among  them 
the  one  struck  by  lightning  May  15,  1876. 


n8  THE  NAVAL  ACADEMY.  PART  I. 

the  land  lying  along  Severn  River  on  the  opposite  side  of 
Northeast  street,  and  between  it  and  Tabernacle  street,  the 
fourth  side  being  the  line  of  Hanover  street  extended.  A 
high  hill  stood  upon  this  land  at  the  time  of  purchase.  This 
has  been  cut  away,  and  the  material  used  to  fill  up  the  space 
inclosed  by  the  sea-wall.  The  buildings  since  erected  upon 
the  tract  are  the  quarters  known  as  Goldsborough  row,  the 
cadets' quarters,  the  hospital,  and  the  physical  and  chemical 
laboratories. 

In  1853  the  city  of  Annapolis  ceded  Scott  street,  and 
Northeast  street  between  Hanover  street  and  the  river,  on 
condition  that  the  Academy  should  pave  and  curb  one  side 
of  the  bounding  streets,  and  should  open  Hanover  street  as 
far  as  the  Acadamy  wall  extended.  The  latter  was  done  by 
the  purchase  of  a  strip  of  land  in  1858,  which  now  forms  the 
extension  of  the  street. 

In  1866,  while  Admiral  Porter  was  Superintendent,  the  old 
official  mansion  of  the  governors  of  Maryland,  with  the 
garden  adjoining,  was  bought  by  the  United  States,  and 
Governor  street  became  one  of  the  avenues  within  the  inclo- 
sure  of  the  Academy.  This  purchase  comprised  four  acres. 
The  governor's  mansion  is  now  the  library  of  the  Academy,, 
and  Porter  row  has  been  built  upon  one  side  of  the  terraced 
lawn  between  the  house  and  the  water. 

In  1867  ten  acres  of  land  were  bought  of  Saint  John's 
College,  between  the  college  yard  and  the  creek;  but  these 
have  never  been  inclosed,  the  intermediate  land  being  un 
available.  Still  another  outlying  tract  of  sixty-seven  acres, 
known  as  Strawberry  Hill,  was  bought  in  1868.  This  land 
touches  the  grounds  of  the  naval  hospital,  (thirty-two  acres 
in  extent,)  and  the  whole  is  laid  out  as  a  park,  one  portion  of 
it  being  used  as  a  burial-ground.  It  is  connected  with  the 
college  lot  by  a  wooden  bridge  thrown  across  the  creek. 

The  last  addition  to  the  grounds  of  the  Academy  proper  *• 


CHAP.  V.  GROUNDS. 


was  made  by  the  purchase  of  four  acres  of  land,  known  as 
Lockwoodville,  lying  on  the  river,  between  Tabernacle,  Han 
over,  and  Wagner  streets.  It  was  variously  owned,  and  filled 
with  cheap  dwelling-houses  and  tenements,  in  very  close 
proximity  to  the  cadets'  quarters.  Some  of  the  lots  were 
condemned  upon  an  inquisition,  the  owners  being  unwilling 
to  fix  a  reasonable  price.  The  wall  has  been  extended  around 
the  tract,  and  the  houses  have  been  removed,  with  the  excep 
tion  of  one,  which  has  been  rebuilt  and  is  used  as  a  bakery. 
The  rest  of  the  ground  has  been  sown  with  grass,  and  the 
sea-wall  has  been  built  along  the  shore  nearly  to  the  end  of 
the  inclosure. 

After  the  purchase  of  the  governor's  house  the  lower  part 
of  the  garden  was  filled  in,  and  the  sea-wall  was  extended 
across  its  width  to  a  point  just  below  the  lower  gate. 

During  the  past  year  a  considerable  piece  of  land  adjoining 
the  steamboat-wharf  has  been  reclaimed  from  the  river,  and 
a  wall  protecting  its  face  is  nearly  finished. 

Summary  of  land. 

Acres. 

Grounds  about  Fort  Severn  .........................  9 

Purchases  of  1847  an^  1853,  including  streets  .........  33 

Purchase  of  1866,  (governors'  mansion)  ..............  4 

Purchase  of  1874,  Lockwoodville  ...................  4 

Total  within  the  academic  walls  ...............   50 

Acres. 
Hospital  grounds  ...  ...........  ...............   32 

Strawberry  Hill  ......  "  ..............          -  -  .....  -67 

College  lot  ____  .....  ,  .........................    I0 

Outside  academic  limits  ...........................    I09 

Total  .  ...................    159 


120  THE  NAVAL  ACADEMY.  PART  I. 

List  of  deeds  showing  additions  to  the  grounds  of  the  United 
States  Naval  Academy,  taken  from  the  certified  copy  in  the 
Superintendent's  office* 

1 .  Land  lying  between  Fort  Severn,  Scott  street,  North 
east  street,  and  Severn  River: 

1847,  March  9.  F.  Buchanan   and  others  to    United  States, 

page  140. 

May  8.  Rebecca  Nicholson  to  United  States,  page  135. 
July  2.  Edward  Lloyd  and  R.   Nicholson  to  United 

States,  (deed  to  secure  the  title  of  Mrs.  Nicholson's 

lot,)  page  136. 
December  22.  A.  Randall,  trustee  for  W.  O'Hara  and 

others,  to  United  States,  page  i. 

2.  Land  lying  between  Scott  street,  Governor  street, 
Hanover  street,  and  Northeast  street : 

1853,  June  1 6.  A.  Randall,  trustee,  and  R.  Welch  to  United 
States,  (three  lots,)  page  46. 

June  1 8.  A.  B.  Hagner  and  wife,  page  33. 

June  25.  Benjamin  Taylor  and  wife,  page  30. 

June  25.  John  Mullen  and  wife,  page  10. 

June  25.  Amelia  Pinkney  and  others,  page  20. 

June  25.  H.  Morgan  and  others,  page  25.  • 

June  30.  P.  Clayton  and  wife,  page  5. 

June  30.  W.  T.  and  J.  D.  Parkinson,  trustees,  page  45. 

July  i.  E.  A.  Roget  and  wife,  page  36. 

July  2.  J.  E.  Nourse  and  wife,  page  8. 

July  1 8.  Thomas  B.  Slye  and  others,  (deed  to  confirm 
title,)  page  39. 

November  i.  W.  E.  Wyatt  and  wife,  page  49. 

December  7.  P.  Clayton,  trustee  for  G.  Jones  and  oth 
ers,  page  52. 

"The  pages  given  are  those  of  the  volume  of  certified  copies. 


CHAP.  V.  GROUNDS, 


121 


3.  Land  lying   between    Northeast   street,   Hanover 
street  extended,  Tabernacle  street,  and  Severn  River : 

1853,  June  27.  G.  W.  Hughes  and  F.  Markoe,  page  13. 
July  6.  T.  S.  Alexander  and  A.  Randall,  page  41. 

4.  Streets: 

1853,  June  29.  Mayor,  recorder,  and  aldermen  of  Annapolis. 

Scott  street  and  Northeast  street.     Page  17. 
1858,  January  12.   D.  M.  Sprogle  and  others.      Lot  to  open 

Hanover  street  from  Northeast  street  to  Tabernacle 

street.     Page  56. 

5.  Land   lying   between    Hanover   street,    Governor 
street,  Scott  street,  and  Annapolis  Harbor: 

1866,  August  17.  State  of  Maryland.  The  governor's  mansion 

and  four  acres  of  land.      Page  59. 

6.  Outlying  lands: 

1867,  November  5.  Visitors  and  governors  of  Saint  John's 

College.     Ten  acres  lying  between  the  college  and 
Graveyard  Creek.     Page  63. 

1868,  July  15.  Charles  Reese  and  wife.     Strawberry  Hill,  67 

acres.     Page  66. 

7.  Lands  lying  between  Tabernacle  street,  Hanover 
street,  Wagner  street,  and  Severn   River,  formerly 
known  as  Lockwoodville: 

1873,  December  22.  Mary  Hayden,  page  76. 
December  22.  J.  W.  Bourke,  page  83. 
December  22.   Heirs  of  W.  Lawrence,  page  89. 
December  22.  Widow  of  J.  W.  Wagner,  page  96. 
December  22.  T.  O'Brien,  page  109. 

1874,  January  22.  J.  Mullavell,  page  102. 
February  4.  J.  R.  Howison,  page  116. 
February  6.  A.  Randall  and  others,  page  117. 
February  9.   N.  C.  Stephen  and  others,  page  121. 


122  THE  NAVAL  ACADEMY.  PART  I. 

February  9.  T.  K.  Carey,  page  127. 
February  n.  John  Hughes,  page  120. 
February  n.  George  Lee,  jr.,  page  126. 
March  21.  M.  Gill  and  others,  page  123. 
November  17.  Annapolis  and  Elkridge  Railroad  Com 
pany,  page  131. 


CHAPTER    VI. 


BUILDINGS. 

At  the  time  of  the  transfer  of  the  Fort  Severn  property  to 
the  Navy  Department,  eight  buildings  stood  upon  the  grounds, 
as  follows :  Fort  Severn,  the  commandant's  quarters,  a  block  of 
officers'  quarters,  the  quartermaster's  office,  hospital,  quarters 
for  enlisted  men,  quarters  for  married  men,  and  bakery.  There 
were  also  small  shops  for  the  sutler  and  blacksmith  of  the 
post.  Of  these  buildings,  only  the  first  four  are  now  stand 
ing.  The  block  of  officers'  quarters  is  that  adjoining  the  house 
of  the  Superintendent,  and  containing  four  houses,  numbered 
from  1 6  to  19.  The  quartermaster's  office  is  now  No.  27,. 
officers'  quarters.  The  building  for  enlisted  men  was  on  a 
line  with  the  Superintendent's  house,  and  midway  between  it 
and  the  present  recitation  hall.  The  building  for  married 
men  occupied  nearly  the  position  of  Nos.  3  and  4,  cadets^ 
old  quarters.  The  bakehouse  was  between  the  present  site 
of  the  store  and  Building  No.  9.  The  hospital  stood  near 
the  bakehouse,  a  little  higher  up  on  the  slope. 

An  article  in  the  Nautical  Magazine  in  1845*  describes  the 
use  made  by  the  Naval  School  of  its  newly-acquired  buildings  : 
"The  houses  formerly  occupied  by  the  commandant  and 
subalterns  of  the  post  afford  ample  accommodations  for  the 
Superintendent  and  most  of  the  other  officers  of  the  insti- 

*  Given  in  Niles's  Register,  January  31,  1846. 


T24  THE  NAVAL  ACADEMY.  PART  I. 

tution.  The  midshipmen  are  made  very  comfortable  in  frame 
buildings,  which  were  in  use  for  various  purposes  of  the  post, 
and  are  put  in  good  repair  for  the  accommodation  of  the 
present  occupants.  Each  room  contains  from  three  to  eight 
midshipmen,  according  to  its  size.  Two  large  barrack-rooms 
.serve  excellently  well  for  recitation  halls,  and  the  two  rooms 
of  equal  size  below  are  used,  one  for  a  kitchen,  the  other  for 
a  mess-hall." 

The  same  article  says :  "  The  inclosure  of  the  post  is  by  a 
brick  wall,  and  comprises  an  area  of  about  ten  acres.  In  an 
angle  of  the  water-front  stands  the  battery,  which  is  a  small 
•circular  rampart,  mounting  en  barbette  ten  heavy  guns,  and 
is  provided  with  a  magazine  and  a  furnace  for  heating  shot." 

The  barracks  and  shops  in  time  disappeared,  as  more  suita 
ble  quarters  were  erected  for  the  midshipmen.  The  hospital 
also  was  removed ;  but  the  other  buildings  have  remained 
till  the  present  time,  having  undergone  occasional  alterations. 

The  War  Department  began  fortifications  at  Annapolis  as 
Dearly  as  1794,  employing  a  French  engineer,  named  Vermon- 
net,  to  superintend  them.  In  1796,  another  engineer,  su 
perseding  Vermonnet,  condemned  the  plan  of  the  works,  and 
they  were  abandoned.*  Nothing  further,  except  the  survey 
of  a  new  site,  was  done  until  1808,  when  the  United  States 
bought  nine  acres  of  land,  from  the  city  of  Annapolis  and  the 
heirs  of  Walter  Dulany,  and  proceeded  to  build  a  circular 
battery  of  mason-work  at  the  extremity  of  Windmill  Point, 
which  formed  part  of  the  purchase.  Secretary  Dearborn  in 
his  annual  report,  communicated  to  the  Senate  January  6, 
1809,  announced  that  the  work  was  nearly  completed  and 
the  cannon  were  mounted.f  By  December  of  that  year, 

*  American  State  Papers,  Military  Affairs,  I,  pp.  93,  in. 
t  American  State  Papers,  Military  Affairs,  I,  p.  237. 


CHAP.  VI.  BUILDINGS.  I25 

charters  for  two  companies  had  been  erected  in  the  rear  of 
the  work.  In  1822  the  battery  comprised  four  24-pounders, 
six  i2-poiinders,  and  two  6-pounders. 

The  fort,  as  far  as  can  be  ascertained  by  a  careful  study  of 
plans  and  records,  consisted  of  a  stone  wall  about  14  feet  in 
height,  inclosing  a  space  100  feet  in  diameter,  in  the  centre  of 
which  was  a  small  circular  magazine,  built  of  brick.  The 
space  between  the  magazine  and  the  wall  was  covered  by  a 
terre-plein  or  platform,  upon  which  the  battery  stood.  The 
parapet  was  two  or  three  feet  higher  than  the  platform,  and 
the  top  was  sodded.  The  conical  roof  of  the  magazine  rose 
some  feet  above  the  platform.  The  furnace  was  without  the 
wall,  on  the  land  side. 

After  the  foundation  of  the  school  the  midshipmen  were 
exercised  at  great-guns  in  this  battery,  with  the  old  Army 
guns,  mounted  en  barbette.  At  one  time  a  wooden  frame  was 
built  at  the  foot  of  the  Plain,  near  the  water,  to  represent  a 
section  of  the  gun-deck  of  a  ship,  and  this  structure  may  be 
seen  in  old  representations  of  the  Naval  School.  Its  use  was- 
presently  discontinued. 

In  1851  a  wooden  wall  was  built  around  the  platform,  inside 
the  parapet,  and  pierced  with  small  embrasures  to  represent 
the  ports  of  a  ship,  and  the  whole  building  was  roofed  over. 
The  great-gun  exercise  was  held  here  till  1861,  and  from  1865. 
till  some  time  during  Admiral  Porter's  administration.  It 
was  then  transferred  to  the  Santee,  which  had  been  fitted  up 
as  a  gunnery-ship,  and  the  fort  was  turned  into  a  gymnasium. 
A  floor  was  put  in  in  place  of  the  old  platform,  the  magazine 
was  taken  out  and  the  contents  removed  to  the  monitor;  and 
a  gallery,  or  corridor,  was  built  around  the  outside  of  what 
might  now  be  called  the  second  floor  of  the  building.  From 
this  gallery  a  covered  way  was  thrown  across  to  the  fencing- 
rooms.  A  bowling-alley  was  put  on  the  ground  floor,  and 


I26  THE  NAVAL  ACADEMY.  PART  I. 

the  openings  used  in  the  great-gun  drill  were  much  enlarge^ 
so  as  to  admit  of  free  passage  between  the  main  floor  of  the 
gymnasium  and  the  gallery.  Since  that  time  hardly  any 
change  has  been  made  in  the  building. 

The  house  which  was  occupied  by  the  commandant  of  Fort 
Severn,  and  which  has  been  since  1845  tne  residence  of  the 
Superintendent,  was  built  by  Simon  Duff,  an  architect,  who 
settled  in  the  colony  some  time  before  1728.*  The  exact 
date  of  its  erection  is  not  known,  but  it  was  certainly  built 
before  1751,  and  probably  much  earlier.  The  fact  that  the 
house  was  standing  at  that  date  appears  from  the  following 
advertisement,  published  in  the  Maryland  Gazette  of  May 
29,  i7Si:t 

"The  subscriber,  intending  to  break  up  housekeeping,  will 
either  rent  or  sell  his  dwelling-house  in  town,  which  is  sixty- 
five  feet  in  length  and  twenty-one  feet  in  breadth,  to  which  is 
a  good  cellar,  garden,  and  all  necessary  out-houses;  delight 
fully  situated,  near  a  good  landing,  so  that  no  vessel  can  pass 
up  or  down  the  bay  but  may  be  fairly  viewed  from  the  lower 
story;  and  is  well  finished  and  in  good  repair,  outside  and 
inside,  and  would  suit  any  gentleman  either  in  a  public  or 
private  way  of  business. 

"Any  person  inclining  to  purchase  or  rent  the  said  house 

may  apply  to 

"SIMON  DUFF." 

Duff  waited  two  years  before  he  received  a  satisfactory 
answer  to  his  advertisement.  He  sold  the  house  June  30, 
1753,  as  appears  by  a  deed  of  that  date  in  the  land-office,! 

*  E.  Allen,  Historical  Notices  of  Saint  Ann's  Parish. 

t  The  discovery  of  this  advertisement  is  due  to  the  laborious  researches 
of  Professor  Karney,  the  indefatigable  librarian  of  the  Academy. 

t  Recorded  in  Liber  E.  J.,  No.  9,  folio  370,  one  of  the  records  of  the 
Provincial  Court  of  Maryland. 


CHAP.  VI.  BUILDINGS. 


in  which  he  conveyed  to  Walter  Dulany,  for  the  sum  of  ^£250, 
a  lot  of  land  lying  in  the  new  town  of  the  city  of  Annapolis, 
with  a  dwelling-house  "wherein  the  said  Simon  Duff  now 
liveth." 

Apart  from  the  evidence  of  age  about  the  house  itself,  the 
fact  that  this  was  the  same  house  as  that  sold  to  the  United 
States  in  1808,  by  the  heirs  of  the  second  Walter  Dulany,*  is 
put  beyond  a  doubt  by  the  nearly  exact  correspondence  of 
the  dimensions  given  in  the  advertisement  with  those  of  the 
house  as  it  now  stands.  -  The  Dulany  family  occupied  it 
from  1753  to  1808.  At  first  there  was  only  a  half-acre  lot 
conveyed  with  the  house  by  Duff.  In  1754  there  is  record 
of  the  deed  to  W.  Dulany  of  a  half-acre  lot  adjoining,  for 
£60.  Further  acquisitions  were  made  until,  at  the  time  of 
the  Government  purchase,  the  family  owned  nearly  the  whole 
of  Windmill  Point.  t  The  house  was  a  large  and  substantial 
mansion  of  the  colonial  style,  and  gardens  stretched  away  at 
the  rear  nearly  to  the  water.  When  the  fort  was  built  this 
house  was  assigned  to  the  commandant  of  the  post.  Since 
1845  it  has  been  occupied  by  the  successive  Superintendents 
of  the  Academy.  Various  alterations  and  additions  have 
been  made  from  time  to  time,  but  the  main  building  is  still 
essentially  the  same  as  that  of  1808,  and,  doubtless,  as  that 
of  1750. 

The  block  of  four  dwellings  adjacent  to  the  house  of  the 
commandant  of  the  post  was  built  for  officers'  quarters  in 

*  Son  of  Walter  Dulany  who  bought  the  house  from  Duff,  and  father 
of  the  late  Grafton  Dulany,  esq.,  of  Baltimore. 

t  The  northeasternmost  point  of  the  Academy  grounds.  According  to 
Ridgely,  (Annals  of  Annapolis,  p.  135,)  a  stone  windmill  was  built  in  Sep 
tember,  1  760,  on  the  point  where  Fort  Severn  now  stands.  It  was  de 
stroyed  when  Fort  Severn  was  built,  but  it  had  already  given  a  name  to 
the  point.  The  same  name  is  now  given  on  the  Coast  Survey  chart  to  a 
point  on  Spa  Creek,  at  the  extremity  of  Duke  of  Gloucester  street. 


I28  THE  NAVAL  ACADEMY.  PART  I. 

1834,  under  the  supervision  of  Captain  Samuel  B.  Dusenbury, 
quartermaster  at  the  fort.  They  had  at  that  time  one  story 
and  a  half  and  a  basement.  At  the  opening  of  the  Naval 
School  one  of  them  was  occupied  by  Lieutenant  Ward,  and 
the  others  by  three  of  the  professors.  The  only  extensive 
alteration  in  these  buildings  was  made  in  the  summer  of 
1848,  during  the  administration  of  Commander  Upshur,  and 
consisted  in  raising  the  roof  so  as  to  admit  of  another  story. 
The  contract,  dated  May  28,  1848,  was  given  to  Richard  A. 
Gilpin,  esq.,  an  architect  of  Philadelphia,  and  the  work  was 
completed  September  20  of  the  same  year.* 

The  small  brick  building  used  as  a  quartermaster's  officet 
was  raised  one  story  and  a  half  in  the  summer  of  1846.!  and 
given  as  a  residence  to  Chaplain  Jones,  who  had  reported  at 
the  school  after  the  other  quarters  had  been  assigned.  The 
house  was  built  upon  the  wall  of  the  post,  part  of  the  latter 
forming  the  lower  portion  of  the  side  wall  of  the  building, 
which  accounts  for  its  peculiar  shape.  The  buttresses  in  the 
side  of  the  house  are  those  of  the  old  fort  wall,  which  runs 
back  80  feet  in  rear  of  the  house,  as  stated  in  the  last  chap 
ter.  The  building  has  since  been  used  for  quarters,  and 
occasionally  for  offices.  It  is  now  known  as  No.  27,  officers' 
quarters.  The  present  hall  of  the  department  of  seamanship 
was  begun  at  the  same  time  with  the  alterations  in  the  chap 
lain's  house,  in  the  summer  of  1846,  and  was  the  first  build 
ing  erected  at  the  school  after  the  Navy  Department  took 
possession.  It  was  much  smaller  than  at  present,  being  80 
by  33  feet,  and  had  no  projection  in  the  middle  of  the  south 
west  front,  as  now.  It  was  built  for  a  "  dining-hall, athenaeum, 

*  Commander  Upshur  to  ihe  Secretary  of  the  Navy,  April  13,  1848; 
April  28,  1848;  September  20,  1848.  See  Letter-Book,  I,  pp.  391,  397,. 

447- 

t  So  designated  on  the  plan  of  the  fort  in  1834. 
J  Journal  of  Officer  of  the  Day,  I,  p.  78. 


CHAP.  VI.  BUILDINGS.  I2g 

kitchen,  &c."*  The  library  was  on  the  second  floor.  The 
building  was  finished  in  about  six  months,  and  on  the  2ist 
of  January,  1847,  "a  naval  ball  was  given  in  the  new  mess- 
hall,"  f  it  having  just  been  completed.  On  this  occasion 
the  Secretary  of  the  Navy  and  the  Naval  Committees  of 
both  Houses  made  a  visit  to  the  school.  In  1853  the  build 
ing  was  lengthened  and  an  addition  thrown  out  in  front.  It 
was  still  used  for  the  original  purposes  in  Admiral  Porter's 
administration.  In  1869  the  library  was  transferred  to  the 
newly-purchased  Government  house ;  and  in  the  same  year 
the  midshipmen  moved  into  their  new  quarters,  which  con 
tained  a  spacious  dining-hall.  The  old  mess-hall  was  thence 
forth  used  as  a  dining-room  for  officers,  and,  as  a  matter  of 
convenience,  for  the  small  class  of  midshipmen  at  the  Acad 
emy  during  the  summer.  It  is  still  used  for  the  latter  pur 
pose  during  vacation,  and  at  other  times  it  serves  as  a  recita 
tion-room. 

In  1846  the  foundation  of  a  hospital  was  laid  on  the  Plain 
below  the  Superintendent's  house,  near  the  old  mulberry-tree. 
The  building  was  finished  after  some  delay;  but  it  was  moved 
in  the  spring  of  1859,^  after  the  erection  of  the  present  hos 
pital,  to  the  rear  of  the  house  which  had  been. the  quarter 
master's  office  in  the  fort,  and  a  wing  was  added  to  it,  which 
touched  the  old  fort  wall.  Before  its  removal  the  house  had 
been  used  as  officers'  quarters,  and  it  serves  this  purpose 
now.  It  is  a  small  wooden  cottage-like  building,  and  is 
known  as  No.  28. 

The  gunnery-room  and  the  recitation-hall  were  begun  dur 
ing  Commander  Stribling's  administration,  and  finished-under 
his  successor.§  The  former  was  built  for  a  chapel,  and  was 

*  Journal  of  Officer  of  the  Day,  I,  p.  78. 
t  Journal  of  Officer  of  the  Day,  i,  pp.  117,  118. 
t  Contract  dated  March  17,  1859,  Contracts,  p.  38. 
§  They  are  mentioned  in  a  letter  of  Commander  Goldsborough  in  Jan 
uary,  1854,  as  being  nearly  completed. 

9 


130 


THE  NAVAL  ACADEMY.  PART  L 


so  used  until  the  new  chapel  was  built  by  Admiral  Porter. 
It  was  then  filled  with  the  models  and  apparatus  of  the  de 
partment  of  gunnery,  and  decorated  with  captured  flags.* 
The  observatory  was  also  built  by  Commander  Stribling. 

The  row  of  nine  buildings  known  as  the  cadets'  old  quar 
ters  was  built  partly  by  Commander  Stribling  and  partly  by 
Commander  Goldsborough.  The  exact  dates  are  not  known, 
but  the  whole  was  probably  completed  between  1851  and 
1856.  Nos.  i,  2,  3,  and  4  were  certainly  finished  by  January, 
1854,  and  the  others  at  intervals  later. 

A  small  building  (date  of  erection  not  known),  on  the  site 
of  the  present  store,  was  early  used  for  instruction  in  physics 
and  chemistry.  This  was  enlarged  about  1854  to  its  present 
size  and  shape.  The  main  building  contained  the  labora 
tory,  the  eastern  wing  was  the  armory,  and  the  western  was 
used  for  instruments.!  It  was  found  that  the  frequent  shocks 
occasioned  by  the  close  vicinity  of  the  battery  injured  the 
precision  of  delicate  instruments,  and  in  Admiral  Porter's 
term  a  new  laboratory  was  built.  The  main  building  and 
western  wing  were  then  converted  into  store-rooms  and  offices 
for  the  storekeeper.  The  other  wing,  upon  the  erection  of  the 
armory,  became  a  fencing-school,  and  was  connected  by  a  cov 
ered  gallery  with  the  gymnasium.  In  1872,  offices  were  fitted 
up  above  the  store  for  the  paymaster  of  the  Academy,  who 
had  previously  been  in  the  small  brick  house  used  by  the 
quartermaster  of  Fort  Severn. 

The  cadet  hospital  and  the  two  double  houses  near  it,  now 
altered  into  apartment  houses,  were  built  by  Commander 
Goldsborough.  The  hospital  was  finished  early  in  1855,  but 
the  dwellings  were  not  ready  until  November  25,  18574  By 

*  The  portico  of  the  gunnery-room  was  erected  about  1858  or  1859. 

t  Commander  Goldsborough's  plan,  1857- 

\  Letter-book  No.  5,  p.  101 ;   Report  Board  of  Visitors   June  16,  1855. 


CHAP.  VI.  BUILDINGS. 


the  alterations  of  the  last  two  years  the  capacity  and  conven 
ience  jof  these  buildings  have  been  very  much  increased. 

Several  houses  were  standing  upon  the  land  purchased  for 
the  school  in  1847.  Three  of  these,  the  Nicholson,  O'Hara, 
and  Buchanan  houses,  were  utilized  as  officers'  quarters.  The 
Nicholson  house,  the  one  nearest  the  Superintendent's  in  po 
sition,  was  assigned  to  the  commandant  of  midshipmen;  the 
O'Hara  house,  next  to  it,  a  brick  building,  was  occupied  by 
Prof.  W.  F.  Hopkins  ;  and  the  third  house,  on  the  Buchanan 
lot,  by  Professor  Karney.  All  of  them  were  near  Scott  street. 
While  this  was  still  the  boundary  of  the  Academy,  two  new 
blocks  of  brick  houses  were  built  on  the  same  line,  occupied 
respectively  by  the  chaplain  and  Lieutenant  Simpson,  and  by 
Professors  Roget  and  Seager.  A  third  block,  near  the  last, 
but  facing  Northeast  street,  below  the  present  middle  walk, 
was  built  for  the  carpenter  and  sailmaker. 

When  the  large  acquisitions  of  land  were  made  by  Com 
mander  Stribling  in  1853,  the  situation  of  these  houses,  in  the 
middle  of  the  grounds,  came  to  have  many  inconveniences  ; 
and,  after  much  deliberation,  it  was  resolved  to  take  them  all 
down  and  use  the  materials  in  building  new  quarters  nearer 
the  outer  wall.  The  row  between  the  chapel  and  the  upper 
gate  was  accordingly  built  by  Captain  Blake.  These  houses 
are  now  called  Blake  row,  and  are  numbered  from  i  to  n. 
They  were  completed  in  the  following  order:*  Nos.  8,  9, 
10,  n,  April  20,  1859;  Nos.  6  and  7,  November  23,  1859; 
No.  i,  (commandant's  house)  December  i,  1859;  Nos.  2,  3, 
4,  5,  February  23,  1861.  It  will  be  observed  that  the  last 
four  were  finished  only  three  months  before  the  removal  of 
the  Academy;  so  that  they  had  hardly  been  occupied  at  all 
when  they  were  handed  over  to  the  troops  to  be  used  as  a 
military  hospital. 

Many  buildings  were   erected  after  the  close  of  the  war, 

*  Contracts,  pp.  35  and  82;   Letter-book  No.  7,  p.  112. 


I32  THE  NAVAL  ACADEMY.  PART  1. 

during  Admiral  Porter's  administration.  The  new  quarters 
(a  five-story  brick  building)  were  finished  in  the  summer  of 
1869,  and  were  occupied  by  the  midshipmen  in  the  following 
fall.  On  the  ground-floor  of  this  building  are  offices,  recep 
tion-rooms,  recitation-rooms,  and  a  dining-hall.  On  the  floors 
above,  the  greater  number  of  the  cadets  are  quartered,  each 
room  having  two  occupants.  On  the  attic  floor  are  the  large 
rooms  of  the  drawing  department  and  of  the  instructor  in 
descriptive  geometry.  The  kitchens,  laundry,  and  bath-rooms 
are  in  the  basement. 

The  building  of  the  department  of  steam-engineering  was 
finished  in  1866.  The  main  building  is  100  feet  by  45,  and 
has  two  stories.  The  wings  increase  considerably  the  size  of 
the  building.  The  physical  laboratory  and  the  photographer's 
building  were  built  about  the  same  time,  or  soon  after.  Both 
have  undergone  alterations.  The  lecture-room  and  labora 
tory  proper  in  the  first  building  have  been  much  improved, 
while  the  second  has  been  rebuilt,  and  is  now  an  excellent 
chemical  laboratory. 

The  chapel*  and  armory  were  also  built  by  Admiral  Por 
ter,  the  former  about  1868,  the  latter  in  the  fall  of  1865. 
The  row  of  officers'  quarters  below  the  governor's  house  was 
built  during  the  same  period,  Nos.  20  and  21  in  1867;  Nos. 
22  and  23  in  1868;  and  Nos.  24,  (board  house,)  25,  and  26 
in  1869. 

The  governor's  house  and  grounds  were  conveyed  to  the 
United  States  by  deed  of  August  17,  1866.  The  Superin 
tendent  of  the  Academy  proceeded  to  build  as  soon  as  pos 
sible  upon  the  land,  but  there  was  some  delay  about  the 
cession  of  the  house.  It  was  finally  given  up  in  1869;  the 

*The  site  of  the  chapel  was  a  part  of  the  Pinkney  lot,  purchased 
June  25,  1853.  The  old  Piukney  house  was  removed  in  1860,  having 
been  previously  occupied  for  a  time  as  officers'  quarters.  (Contracts, 
p.  89.) 


CHAP.  VI.  BUILDINGS.  j,, 

wings  and  outbuildings,  which  were  very  extensive,  were 
removed,  and  the  library  was  brought  over  from  the  seaman 
ship  hall  and  put  in  the  rooms  of  the  lower  floor.  The  second 
floor  was  fitted  up  for  the  offices  of  the  Superintendent  and 
secretary,  which  had  previously  been  in  a  small  building  near 
the  wall,  northeast  of  the  middle  gate.  This  building,  seen 
on  all  the  old  plans  of  the  Academy,  was  immediately  removed. 

The  date  of  erection  of  the  governor's  house  is  not  known, 
but  it  is  undoubtedly  some  time  before  the  middle  of  the  last 
century.  According  to  Ridgely,*  (and  there  is  no  question 
about  the  fact,)  the  house  was  built  by  the  Hon.  Edmund 
Jennings,  of  Lincoln's  Inn,  secretary  of  the  province  of  Mary 
land  and  judge  of  the  land-office.  By  deed  of  February  20, 
1 769,1  he  conveyed  it  to  Governor  Robert  Eden  for  ^1,000,  as 
follows:  "All  that  messuage  or  capital  mansion-house,  with 
the  garden,  yards,  coach-houses,  stables,  and  outhouses 
thereunto  belonging,"  "as  the  same  now  is  or  was  late  in  the 
tenure  or  occupation  of  his  excellency  Horatio  Sharpe,  as 
tenant  to  the  said  Edmund  Jennings." 

This  house,  it  will  be  noticed,  was  not  the  official  residence 
of  the  proprietary  governors,  as  the  present  executive  man 
sion  is  of  the  State  governors.  There  was  no  such  official 
residence  in  the  province.  Governor  Bladen  made  an  attempt 
to  build  one  in  1744,  employing  as  architect  Simon  Duff,  the 
same  who  built  the  old  Dulany  house,  now  the  residence  of 
the  Superintendent;  but  the  plan  was  on  too  grand  a  scale 
to  be  completed.  The  house  was  partly  built  and  then  left 
to  decay,  and  after  many  years  it  became  one  of  the  halls 
of  Saint  John's  College. J  Horatio  Sharpe,  the  governor 
next  but  one  after  Bladen,  rented  the  house  owned  by  Jen- 

*  Annals  of  Annapolis,  p.  236. 

t Liber  D.  D.,  No.  4,  1764-1770,  one  of  the  records  of  the  provincial 
court,  now  in  the  office  of  the  commissioner  of  the  land-office  of  Mary 
land. 

\  McDowell  Hell. 


I34  THE  NAVAL  ACADEMY.  PART  I. 

nings,  as  a  mansion  worthy  of  the  representative  of  the  Pro 
prietary,  and  lived  in  it  during  his  term  of  office,  from  1753 
to  1769.  In  the  latter  year  he  was  succeeded  by  Governor 
Eden,  who  bought  the  house  from  Jennings,  and  who  resided 
there  for  seven  years.  At  the  outbreak  of  the  Revolution 
Governor  Eden  took  the  tory  side,  and  in  1776  he  sailed 
from  Annapolis  in  H.  B.  M.  frigate  Fowey  for  England.* 
His  property  was  confiscated  in  consequence,  and  the  house 
arid  grounds  in  Annapolis  came  into  possession  of  the  State. 
It  was  thenceforth  used  as  the  residence  of  the  State  govern 
ors  until  its  purchase  by  the  Academy. 

William  Eddis,  surveyor  of  the  customs  at  Annapolis  in 
1769,  describes  the  appearance  of  the  house  in  October  of 
that  year:  "The  governor's  house  is  most  beautifully  situ 
ated,  and  wThen  the  necessary  alterations  are  completed  it  will 
be  a  regular,  convenient,  and  elegant  building.  The  garden 
is  not  extensive,  but  it  is  disposed  to  the  utmost  advantage ; 
the  centre  walk  is  terminated  by  a  small  green  mount,  close 
to  which  the  Severn  approaches.  This  elevation  commands 
an  extensive  view  of  the  bay  and  the  adjacent  country.  The 
same  objects  appear  to  equal  advantage  from  the  saloon  and 
many  apartments  in  the  house;  and  perhaps  I  may  be  justi 
fied  in  asserting  that  there  are  but  few  mansions  in  the  most 
rich  and  cultivated  parts  of  England  which  are  adorned  with 
such  splendid  and  romantic  scenery. "t 

*  Eddis,  Letters  from  Annapolis,  p.  312. 

t  Letters  from  Annapolis,  p.  17.  Ridgely  (Annals  of  Annapolis,  p. 
236)  says  that  Governor  Eden  "built  the  wings  and  the  long  room." 
This  statement  must,  however,  be  taken  with  modifications.  Eddis 
speaks  of  the  saloon  in  1 769,  and  it  is  hardly  likely  that  Governor  Eden 
had  already  built  it  when  he  had  been  so  short  a  time  in  possession. 
Moreover,  this  long  room  or  saloon  is  almost  unmistakably  an  integral 
part  of  the  house.  It  is  quite  possible  that  Eden  built  the  tower  at  the 
back  of  the  house,  which  enlarged  this  room  by  adding  to  it  a  deep  semi 
circular  recess. 


CHAPTER     VII. 


LIBRARY. 

Soon  after  the  establishment  of  the  school,  in  1845,  the 
Navy  Department  transferred  to  it  a  number  of  books  which 
had  been  in  use  in  navy-yards  and  men-of-war;  and  this  col 
lection,  with  small  additions  made  from  time  to  time  between 
1845  and  1850,  constituted  the  nucleus  of  the  present  library. 

In  tlie  fiscal  year  ending  June  30,  1852,  and  so  on  there 
after,  additions  were  made  by  allowing  a  sum  yearly  out  of 
the  congressional  appropriations  for' "  contingent  expenses  of 
the  Naval  Academy,"  or,  as  now,  for  "general  maintenance." 
The  following  table  shows  the 

INCREASE    OF    THE    LIBRARY    BY    DECADES. 

Volumes. 

December  3 1,  1855 4,  751 

December  31,  1865 9,  593 

December  31,  1875 17,  678 

This  number  has  been  further  increased  during  the  past 
year. 

The  library  possesses  in  addition  26  manuscripts,  705  pam 
phlets,  a  set  of  the  United  States  Coast  Survey  charts,  a  set 
of  the  British  admiralty  charts,  the  Pilote  Fran9ais,  and  the 
Cotes  Meridionales  de  France.  In  making  additions  the 
chief  aim  has  always  been  to  render  the  greatest  possible  aid 
to  the  departments  of  instruction,  and  especially  to  make  the 


1 3 6  THE  NA  VA L  ACA DEM Y.  PART  I . 

collection  rich  in  works  on  professional  subjects.  The  library 
possesses  a  large  number  of  the  most  approved  treatises  on 
naval  subjects  published  in  America  and  Europe.  Every 
new  publication  of  this  sort  of  any  merit  is  added  at  once  to 
the  collection.  In  order  to  do  this,  however,  it  is  not  found 
necessary  to  sacrifice  the  interests  of  the  scientific  student  or 
the  general  reader.  The  total  amount  expended  upon  the 
library  is  estimated  at  $35,180. 

While  the  Academy  was  at  Newport,  most  of  the  books 
were  kept  in  the  boxes  in  which  they  had  been  carried  from 
Annapolis,  as  there  was  no  suitable  place  for  them,  nor  any 
certainty  as  to  how  long  the  Academy  would  stay  there. 
About  one  thousand  volumes,  consisting  of  the  most  impor 
tant  books  of  reference,  were  arranged  for  temporary  use. 
Only  633  books  were  added  during  this  period. 

During  Admiral  Porter's  administration  the  library  under 
went  a  thorough  and  careful  re-arrangement.  Excellent  rooms 
were  prepared  for  it  on  the  first  floor  of  the  governor's  man 
sion,  and  it  was  transferred  to  the  new  rooms  in  the  spring  of 
1869.  About  the  same  time  the  card-catalogue  was  begun, 
and  the  library  was  arranged  in  departments  by  Mr.  Poole, 
formerly  of  the  Boston  Athenaeum.  The  catalogue  was  fin 
ished  in  1870,  and  it  has  been  kept  up  since  that  time.  A 
printed  catalogue  was  prepared  in  1860,  but  the  great  in 
crease  in  the  number  of  books  has  rendered  it  of  little  or  no 
value. 

The  library  has  received  no  bequests,  and  the  gifts  consist 
of  less  than  300  volumes. 


PART   II. 


THE  NAVAL  ACADEMY  IN  1870. 


CHAPTER    I. 


ACADEMIC  ORGANIZATION. 

The  Naval  Academy  is  under  the  direct  care  and  super 
vision  of  the  Secretary  of  the  Navy. 

The  Superintendent  is  a  line  officer  of  the  Navy,  of  a  rank 
not  below  that  of  captain,  assigned  to  this  duty  by  the  Sec 
retary  of  the  Navy.  He  is  charged  with  the  general  super 
intendence  and  government  of  the  Academy,  and  all  officers, 
professors,  instructors,  and  cadets  are  under  his  command. 
He  has  charge  of  the  grounds,  buildings,  and  vessels  belong 
ing  to  the  institution,  and  he  may  appoint  and  remove  all 
persons  employed  in  it,  except  those  for  whose  appointment 
or  discharge  special  provision  is  made  by  the  laws  or  regula 
tions  for  the  government  of  the  Navy,  or  of  the  Academy. 

The  commandant  of  cadets  is  a  line  officer  of  the  Navy, 
and  is  next  in  authority  to  the  Superintendent.  He  has  im 
mediate  charge,  under  the  Superintendent,  of  the  police  and 
discipline;  and  the  drills  and  tactical  instruction  in  the  de 
partments  of  seamanship  and  gunnery  are  under  his  general 
direction.  The  officers  in  these  departments  are  the  assistants 
of  the  commandant  in  carrying  out  the  discipline. 

The  senior  aid  is  a  line  officer  of  the  Navy,  and  has  special 
charge  of  the  grounds  and  buildings,  of  purchases  and  ac 
counts  relating  to  the  public  property,  and  of  the  workmen 
employed  upon  the  grounds  and  aborit  the  buildings. 

The  academic  staff,  engaged  specially  in  the  work  of  in 
struction,  comprises  line  officers,  officers  of  the  Engineer  Corps, 


140  THE  NAVAL  ACADEMY.  PART  II. 

and  professors  of  mathematics,  in  the.  Navy,  and  a  number  of 
professors  and  assistant  professors  appointed  from  civil  life. 
The  branches  taught  are  divided  into  groups,  and  these 
groups  of  studies  are  in  charge  of  separate  departments. 
Each  department  has  an  executive  head,  a  naval  officer  or 
civil  professor,  as  the  case  may  be,  and  several  assistants. 
The  heads  of  departments  arrange  the  details  of  the  courses 
of  study,  and  have  general  supervision  of  the  work  of  their 
assistants,  giving  personal  instruction  when  it  may  be  desir 
able.  The  work  of  actual  instruction  is  performed  by  the 
officers,  professors,  and  assistant  professors,  attached  to  the 
several  departments. 

The  Academic  Board,  or  faculty,  of  the  Academy  is  com 
posed  of  the  Superintendent,  the  commandant  of  cadets,  and 
the  heads  of  departments.  The  Superintendent,  or,  in  his 
absence,  the  commandant  of  cadets,  is  the  presiding  officer ; 
and  all  reports  and  returns  of  the  board  are  made  to  or 
through  the  Superintendent.  The  board  prescribes  the  sub 
jects  and  arrangement  of  the  course  of  instruction  and  the 
text-books  to  be  used,*  the  time  of  examinations,  the  rela 
tive  weight  of  recitations  and  examinations,  and  the  relative 
weight  of  different  branches  of  study.  The  board  also  makes 
recommendations  to  the  Department  in  the  cases  of  deficient 
cadets ;  and  "  cadets  found  deficient  shall  not  be  continued 
at  the  Academy,  or  in  the  service,  unless  upon  the  recommen 
dation  of  the  Academic  Board."  (Revised  Statutes,  §§  1519, 

IS2S-) 

Outside  of  the  academic  staff*  there  are  attached  to  the 
Academy  a  chaplain,  a  number  of  officers  of  the  Medical 
and  Pay  Corps  of  the  Navy,  and  four  officers  of  the  Marine 
Corps,  in  charge  of  the  marine  guard ;  and  three  civil  at 
taches — the  librarian,  commissary,  and  secretary. 

*  Subject  to  the  approval  of  the  Secretary  of  the  Navy. 


CHAP.  T.  ACADEMIC  ORGANIZATION.  I4I 

There  are  two  classes  of  students,  the  cadet-midshipmen 
and  the  cadet-engineers,  destined  for  two  different  branches 
of  the  service — the  line  officers  and  the  Engineer  Corps.  The 
examinations  for  admission  are  distinct  for  the  two  corps,  but 
the  four-years'  course  is  pursued  in  many  branches  in  com 
mon.  In  these  branches,  as  well  as  in  matters  of  daily  routine 
and  discipline,  the  same  organization  and  regulations  apply 
to  both. 

The  number  of  cadets  at  the  beginning  of  the  academic 
year  i875-'y6  was  as  follows  : 

CADET-MIDSHIPMEN. 

First  class 42 

Second  class 6 1 

Third  class 53 

Fourth  class 1 1 8 

274 

CADET-ENGINEERS. 

First  class* 3 

Third  class 17 

Fourth  class 28 

48 

Total 322 

The  academic  year  begins  on  the  2oth  of  September  and 
ends  on  the  2oth  of  June,  consisting  of  two  terms;  the  first 
term  from  September  20  to  the  Saturday  nearest  to  January  30, 
and  the  second  term  from  the  close  of  the  first  term  to  June 
20.  At  the  close  of  the  academic  year  the  graduating  class 
are  granted  leave  of  absence  until  ordered  to  sea,  or  to 

*  The  first-class  of  cadet-engineers  came  in  under  the  old  system  of  a 
two-years'  course  ;  the  third  and  fourth  classes  represent  the  four-years' 
course,  first  applied  to  the  class  which  entered  in  September,  1874.  See 
page. 


142 


THE  NAVAL  ACADEMY.  PART  II. 


some  other  duty,  by  the  Navy  Department.  During  the  three 
months  of  summer  the  cadets  of  the  newly-formed  first  and 
third  classes  go  on  the  practice-cruise,  and  those  of  the  new 
second  class  have  leave  of  absence  until  the  beginning  of 
the  next  year.  The  candidates  that  have  passed  successfully 
the  June  examination  for  admission  are  quartered  for  the  sum 
mer  on  board  the  frigate  Santee,  as  the  nucleus  of  the  fourth 
class,  and  have  a  light  course  of  study  and  drill.  The 
routine  of  the  Academy  is  in  general  suspended,  and  the 
charge  of  the  new  cadets  is  given  to  officers  detailed  in  turn 
for  short  periods  during  the  summer. 

At  the  beginning,  of  each  academic  year  the  cadet  organ 
ization  for  the  year  is  prescribed.  This  organization  is  retained 
throughout  the  year,  and  is  followed  in  all  the  drills,  and  in 
all  formations  (except  those  for  recitation)  including  the  mess- 
formation.  All  the  cadets  are  arranged  in  four  divisions  for 
great-gun  exercise,  the  divisions  containing  an  equal  number 
of  guns'-crews.  Each  gun's-crew  is  composed  of  sixteen  men,, 
distributed  as  nearly  as  possible  among  the  several  classes. 
Each  division  constitutes  a  battery  for  light-artillery  drill  and 
a  company  for  infantry  drill.  For  exercises  in  seamanship 
the  guns'-crews  are  grouped  in  watches,  the  odd-numbered 
crews  making  the  starboard-watch  and  the  even-numbered 
crews  the  port- watch.  The  watches  are  stationed  as  a  ship's 
company  at  seamanship-exercises. 

The  cadet-officers  are  appointed  from  the  first  class,  as  far 
as  practicable,  and  are  chosen  with  special  reference  to  their 
fitness  for  the  positions;  and  they  hold  their  offices  during 
good  behavior  and  efficiency.  They  are  as  follows : 

One  cadet  lieutenant-commander; 

Four  cadet  lieutenants ; 

Five  cadet  masters; 

Four  cadet  ensigns ;  and 


CHAP.  I.  ACADEMIC  ORGANIZATION. 

Cadet  petty  officers,  according  to  the  number  of  the  guns'- 
crews. 

The  cadet  lieutenant-commander  bears  the  same  relation 
to  the  cadet  organization  that  an  executive  officer  bears  to  a 
ship's  company.  He  is  present  at  all  general  formations,  and 
receives  reports  from  the  officers  in  command  of  divisions, 
which  are  made  through  him  to  the  officer  in  charge.  In  the 
battalion  organization  he  acts  as  lieutenant-colonel. 

The  divisions,  or  companies,  are  commanded  by  a  cadet 
lieutenant  as  captain,  with  a  cadet  master  and  a  cadet  ensign 
as  the  other  commissioned  officers.  One  of  the  cadet  masters 
is  selected  as  adjutant  of  the  battalion. 

The  cadet  petty  officers  act  as  first  and  second  captains  of 
guns'-crews  in  the  great-gun  drills,  and  as  sergeants  and  cor 
porals  in  the  infantry  drills.  Each  table  in  the  mess-hall  is 
occupied  by  a  gun's-crew,  the  first  and  second  captains  being 
placed  at  the  head  and  foot  of  the  table.  The  cadet  officers, 
whenever  they  are  in  charge  of  those  portions  of  the  organiza 
tion  under  their  command,  are  responsible  for  the  preservation 
of  order  and  discipline. 

DAILY    ROUTINE. 

The  day  is  divided,  for  purposes  of  study  and  recitation, 
into  three  periods  of  two  hours  each,  two  of  which  are  in  the 
morning  and  one  in  the  afternoon.  The  programme  of  studies 
is  so  arranged  that  each  cadet  has  three  recitations  a  day,  one 
in  each  period.  The  remainder  of  the  period,  as  well  as  the 
greater  part  of  the  evening,  is  devoted  to  study  or  reading, — 
the  cadets  being  required  to  remain  in  their  rooms  at  these 
times.  A  drill  takes  place  daily,  when  the  weather  permits, 
after  the  last  recitation.  On  Saturday  morning  studies  and 
recitations  end  at  half  past  10,  and  the  rest  of  the  day,  after 
the  usual  drill,  is  given  to  recreation.  On  other  days,  out-of- 


144 


THE  NAVAL  ACADEMY.  PART  II. 


door  recreation  is  limited  to  a  portion  of  the  afternoon  and 
to  the  short  intervals  between  meals  and  study.  Reveille  is 
sounded  at  6  a.  m.  in  the  fall  and  spring,  and  at  6.15  a.  m. 
in  the  winter.  At  this  hour  cadets  are  required  to  rise  and 
arrange  their  rooms.  Evening  gun-fire  and  tattoo  are  at  9.30 
p.  m.,  at  which  time  study-hours,  as  such,  are  over.  At  taps, 
half  an  hour  later,  the  lights  are  put  out,  and  the  cadets  retire 
for  the  night. 

RELIGIOUS    SERVICE. 

Prayers  are  said  by  the  chaplain,  daily,  immediately  after 
the  morning  roll-call,  and  the  attendance  of  all  cadets  is  re 
quired.  Divine  service  is  held  in  the  chapel  Sunday  morning 
and  evening.  Cadets  are  required  to  be  present  in  the  morn 
ing,  but  attendance  at  the  evening  service  is  voluntary. 

Cadets  whose  parents  or  guardians  desire  it,  may  attend 
service  permanently  in  the  city  of  Annapolis,  at  any  one  of 
the  churches  of  the  various  denominations.  In  such  cases 
they  are  excused  altogether  from  the  chapel  service,  but  they 
must  attend  every  Sunday  morning  at  their  regular  place  of 
worship. 

HOSPITAL. 

The  sick-call  is  sounded  soon  after  breakfast  every  morn 
ing,  at  which  time  a  medical  officer  of  the  Academy  is  in 
attendance  to  examine  and  prescribe  for  any  cadets  who  may 
be  ill.  After  this  examination,  lists  are  made  up  of  cadets  to 
be  excused  from  drills,  and  of  those  whose  illness  is  serious 
enough  to  prevent  their  studying.  Cadets  who  are  ill  at  any 
other  time  during  the  day  have  an  opportunity  of  consulting 
the  physician  immediately.  The  cadet  hospital,  in  the  imme 
diate  neighborhood  of  the  cadets'  quarters,  contains  several 
rooms  for  patients,  and  is  furnished  with  a  complete  dis 
pensary.  An  officer  of  the  medical  staff  is  constantly  on 
duty  at  the  hospital. 


CHAP.  I.  ACADEMIC  ORGANIZATION.  J4e 

CADETS'  QUARTERS. 

The  cadet-midshipmen  of  the  second  class  and  the  cadet- 
engineers  occupy  the  old  quarters  between  the  recitation-hall 
and  the  gymnasium.  The  other  cadets  are  quartered  in  the 
new  building  at  the  northwestern  end  of  the  grounds.  Each 
room  is  occupied  by  two  cadets.  The  furniture  of  the  rooms 
is  simple,  and  the  arrangement  prescribed  with  exactness. 
The  occupants  of  the  room  alternate  weekly  as  superintend 
ents  of  the  room,  and  the  superintendent  for  the  time  being 
is  responsible  for  the  cleanliness  and  order  of  the  apartment 
and  for  the  safe-keeping  of  public  property.  Cadets  are  re 
quired  to  remain  in  their  rooms  during  study -hours,  except 
when  at  recitation. 

An  officer  of  the  academic  staff  is  always  in  charge  of 
the  quarters  during  the  day  and  night.  The  day  duty  is  per 
formed  by  the  assistants  in  the  departments  of  seamanship 
and  gunnery,  and  the  night  duty  by  the  other  line  officers  in 
rotation.  The  officer  in  charge  has  similar  duties  and  responsi 
bilities  with  the  executive  officer  on  board  ship ;  in  general,  he 
sees  that  the  regulations  are  enforced,  and  attends  to  the  pre 
servation  of  order  and  discipline.  In  this  duty  he  is  assisted 
by  the  officer  of  the  day,  a  cadet-midshipman  of  the  first 
class  detailed  for  the  purpose  for  twenty-four  hours ;  a  regu 
larly-recurring  duty  coming  to  each  cadet  of  the  first  class 
once  in  three  or  four  weeks. 

The  officer  in  charge  makes  a  daily  inspection  of  the  rooms 
at  a  regular  hour,  and  other  inspections  at  irregular  times,  as 
he  sees  fit.  Under  his,  direction  the  officer  of  the  day  makes 
up  the  conduct-report,  comprising  all  the  reports  that  may 
have  come  in  during  the  day  of  delinquencies  in  recitation, 
drill,  or  elsewhere.  This  report,  made  up  every  evening,  is 
read  out  the  next  morning  at  the  roll-call,  before  breakfast. 
10 


146  THE  NAVAL  ACADEMY.  PART  II. 

In  addition  to  the  officer  in  charge  and  officer  of  the  day, 
there  is  a  superintendent  on  each  floor,  (or,  in  the  old  quar 
ters,  in  each  building,)  who  has  special  charge  of  the  floor  or 
building,  and  who  is  responsible  for  any  disorders  that  may 
occur  there.  The  superintendents  are  taken  from  the  whole 
list  of  cadets  in  turn,  and  their  tour  of  duty  is  twenty-four 
hours. 

FIRE    ORGANIZATION. 

In  addition  to  the  modern  appliances  usually  placed  in 
large  buildings  to  extinguish  fires,  the  Academy  is  supplied 
with  one  steam  fire-engine  and  one  hand-engine.  For  exer 
cise  with  the  fire-apparatus  the  cadets  are  organized  in  guns'- 
crews.  This  exercise  takes  place  early  in  the  year,  and  is 
repeated  at  intervals.  The  fire-bell,  designating  the  station 
of  each  cadet  at  fire-quarters,  is  posted  in  a  conspicuous 
place  throughout  the  year.  Whenever  the  fire-alarm  is 
sounded,  the  cadets  proceed  at  once  to  their  stations.  In 
case  of  an  actual  fire  the  marines  get  under  arms,  and  the 
whole  force  of  the  Academy  is  very  shortly  on  the  ground. 

STORE. 

The  store  is  in  charge  of  an  officer  detailed  from  the  Pay 
Corps  of  the  Navy.  Clothing  and  other  necessaries  are  sup 
plied  to  cadets  from  the  store  at  cost  price,  with  a  small  per 
centage  to  cover  transportation  and  breakage.  Cadets  in 
need  of  articles  kept  at  the  store  send  in  requisitions  at  a 
specified  time  during  each  month  to  the  commandant  of 
cadets;  and,  if  approved  by  him,  the  requisitions  are  filled 
by  the  store-keeper. 

PAY   AND    ACCOUNTS. 

The  pay  of  cadets  is  $500  per  annum.  This  sum  is  not 
paid  out  to  them  to  be  expended  at  pleasure;  but  their  ac- 


CHAP.  I.  ACADEMIC  ORGANIZATION.  I47 

counts  with  the  store-keeper,  as  well  as  the  mess  and  laun 
dry  accounts,  are  settled  by  the  treasurer  and  charged  to  the 
cadets.  Sixty  dollars  per  annum  is  reserved  for  the  purchase 
of  an  outfit  at  graduation ;  and  the  very  small  balance  re 
maining  is  paid  at  that  time  to  the  cadet  to  whom  it  is  due. 
No  cadet  is  allowed  to  contract  debts  without  the  sanction 
of  the  Superintendent. 

RECITATIONS. 

Each  class  is  divided  into  sections  for  purposes  of  recita 
tion.  The  sections  are  small,  usually  numbering  ten  or  less, 
so  that  instructors  are  enabled  to  give  careful  attention  to 
the  individual  wants  of  their  pupils.  The  sections  in  each 
branch  are  arranged  according  to  the  order  of  merit,  so  that 
students  of  nearly  similar  capacity  or  attainments  recite 
together.  The  section-arrangement  is  renewed  every  month, 
and  the  sections  are  not  kept  continuously  under  the  same 
instructor  throughout  the  term.  The  cadet  at  the  head  of 
each  section  is  its  leader,  and  is  responsible  for  its  conduct 
while  in  his  charge. 

MARKS. 

The  scale  of  marks  ranges  from  4  as  a  maximum  to  o ;  and 
a  mark  below  2.5  is  given  to  a  recitation  or  exercise  which  is 
not  considered  satisfactory.  The  marks  in  each  branch  are 
averaged,  and  the  rank-list  is  made  out  and  published  at  the 
end  of  every  month;  and  a  report  of  the  marks  and  stand 
ing  of  each  cadet  is  sent  at  the  same  time  to  his  parent  or 
guardian.  At  the  end  of  the  year  the  general  standing  of 
each  class  is  made  up.  The  final  mark  of  each  cadet  is 
found  by  adding  together  the  products  obtained  by  multiply 
ing  the  final  mark  in  each  branch  by  the  co-efficient  of  that 
branch. 

Cadets  whose  mark  at  the  end  of  the  year  is  below  2.5  (or 
62.5  per  cent.)  in  any  branch  are  deficient,  and  they  are 


I48  THE  NAVAL  ACADEMY.  PART  II. 

recommended  to  the  Secretary  of  the  Navy  for  dismissal.  In 
cases  of  slight  deficiency  they  are  turned  back  into  the  next 
class,  or  subjected  to  a  re-examination ;  but  in  no  case  can  a 
cadet  graduate  from  the  school  who  has  failed  to  get  62.5 
per  cent,  as  his  yearly  mark  in  each  and  every  branch  of 
study  pursued  during  the  four-years'  course. 

INTERIOR   DISCIPLINE. 

All  officers  and  cadet  officers  are  authorized  and  required 
to  report  offences  coming  under  their  notice  in  the  line  of 
duty  to  the  commandant  of  cadets ;  and  any  cadet,  in  a  re 
sponsible  position,  who  becomes  answerable  for  a  breach  of 
the  regulations,  is  required  to  answer  the  questions  of  his 
superior  officer  relating  to  the  offence,  and  relieve  himself  of 
his  responsibility  by  reporting  the  offender.  All  the  reports 
are  deposited  with  the  officer  in  charge ;  and  they  are  col 
lated  and  arranged  upon  the  conduct-report  every  evening 
by  the  officer  of  the  day.  This  conduct-report  is  read  out  in 
the  morning,  as  has  been  stated,  and  remains  posted  during 
the  day.  Cadets  are  thus  given  an  opportunity  of  presenting 
excuses  and  explanations,  which  are  examined  and  acted 
upon  the  next  day  in  connection  with  the  report.  Demerits 
are  given  for  each  offence,  but  only  as  a  record  of  miscon 
duct,  and  in  no  case  as  a  punishment.  Certain  limits  are 
fixed  to  the  number  of  demerits  allowed  any  cadet,  and  if 
the  number  is  reached  the  case  is  reported  to  the  Navy  De 
partment  with  such  recommendation  as  the  Academic  Board 
may  think  proper. 

The  punishments  inflicted  are  comprised  in  the  following 
list: 

Removal  from  the  service. 

Solitary  confinement. 

Coventry. 

Public  reprimand  on  parade,  by  written  orders. 


CHAP.  I.  ACADEMIC  ORGANIZATION.  I4g 

Confinement  under  guard  or  in  quarters. 

Deprivation  of  leave  or  recreation. 

Extra  duties  or  drills. 

Suspension. 

Reduction  of  cadet  rank. 

No  officer  at  the  Academy,  except  the  Superintendent,  is 
authorized  to  order  or  inflict  punishment  of  any  kind ;  and 
dismissal  from  the  service  can  only  be  ordered  by  the  Secre 
tary  of  the  Navy. 

AMUSEMENTS. 

The  water  around  the  Academy  is  very  good  water  for 
pulling,  and  the  class  boat-clubs  among  the  cadets  have  sev 
eral  shells,  mostly  four-oars  and  six-oars.  The  clubs  have  a 
four-oar  race  in  June,  and  a  flag  kept  at  the  Academy  is  given 
to  the  winning  crew,  whose  names  are  engraved  on  the  staff- 
plate.  The  class-crews  have  good  opportunities  for  training 
and  practice,  going  out  twice  a  day  after  they  have  fairly 
settled  down  to  work  for  the  season.  The  regularity  of  their 
daily  life,  the  total  interdiction  of  tobacco  and  liquor,  the 
abundance  of  exercise  afforded  by  daily  drills,  with  the  gym 
nasium  and  boxing,  and  the  simplicity  and  excellence  of  their 
table,  do  away  with  the  necessity  of  rigorous  training,  and 
give  them  at  the  start  a  better  average  form  than  the  ordi 
nary  class-crew  at  college. 

Base-ball  is  a  favorite  sport,  each  class  having  a  nine  of  its 
own,  besides  the  Academy  nine.  Match  games  are  played 
on  Saturday  afternoons,  frequently  during  the  spring,  with 
clubs  from  Baltimore,  Washington,  and  Annapolis.  Foot 
ball  is  played  during  the  winter,  and  there  is  more  or  less 
riding  on  Saturdays  at  all  times.  Cadets  who  cannot  swim 
are  required  to  learn  as  soon  as  possible  after  admission,  and 
they  receive  instruction  and  practice  until  they  are  good 
swimmers.  One  of  the  buildings  on  the  wharf  contains  a 
swimming-bath  for  exercise  and  swimming-lessons  in  winter, 


I5o  THE  NAVAL  ACADEMY.  PART  I L 

with  a  tank  30  feet  long,  15  feet  wide,  and  4  feet  deep.  The 
water  is  pumped  in  from  the  river,  and  heated  by  steam-pipes. 

At  all  times  during  recreation-hours  cadets  have  access  to 
the  pistol-gallery  and  bowling-alley,  and,  with  certain  limita 
tions,  to  the  gymnasium.  Two  or  three  times  a  year  the 
best  gymnasts  give  an  exhibition,  with  sparring  and  fenc 
ing  matches,  and  exercises  with  the  rings,  bars,  clubs,  and 
trapeze. 

On  Saturday  evenings  the  gymnasium  is  usually  cleared, 
decorated,  and  opened  for  cfancing,  from  half-past  7  o'clock 
till  10.  On  the  night  before  holidays  an  entertainment  is 
given,  and  dancing  is  prolonged  to  a  later  hour.  In  Janu 
ary  the  cadets  of  the  first  class  give  a  ball,  and  in  June  those 
of  the  second  class  give  a  similar  entertainment  to  the  cadets 
about  to  graduate. 

Leave  to  go  beyond  the  academic  limits  is  only  granted 
on  Saturdays  and  on  holidays,  and  ends  at  evening  parade. 
This  privilege  is  forfeited  by  misconduct,  or  by  neglect  of 
study  during  the  week,  being  denied  to  cadets  whose  mark 
for  the  week  in  any  branch  is  below  62.5  per  cent.  The 
privilege  is  also  restricted  to  the  first  class  and  one-fourth  of 
the  three  lower  classes,  at  any  one  time.  The  restriction  is 
.not,  however,  severe  in  practice,  as  there  are  greater  resources 
for  amusement  within  the  walls  than  without. 

MESS. 

All  cadets  are  required  to  board  at  the  mess-table.  The 
dining-room  is  a  large  and  well-lighted  hall  on  the  ground- 
floor  of  the  new  quarters.  Captains  of  crews  have  charge  of 
separate  tables,  and  the  officer-in-charge  has  general  super 
vision  of  the  hall  at  meals,  as  well  as  at  other  times.  The 
cost  of  living  is  about  $20  per  month.  The  fare  is  simple, 
but  carefully  prepared  and  abundant. 


CHAPTER    II. 


EXAMINATION  AND   QUALIFICATIONS   FOR  ADMISSION. 
I.  CADET-MIDSHIPMEN. 

1.  Nomination. — The  number  of  cadet-midshipmen  allowed 
at  the  Academy  is  one  for  every  Member  or  Delegate  of  the 
House  of  Representatives,  one  for  the  District  of  Columbia, 
and  ten  appointed  annually  at  large.     After  March  5  of  each 
year  the  Secretary  of  the   Navy  notifies  each  Member  or 
Delegate  of  any  vacancy  that  may  exist  in  his  district.     The 
nomination  of  a  candidate  to  fill  this  vacancy  is  made  upon 
the  recommendation  of  the  Member  or  Delegate;  but  if  not 
made  by  July  i  of  that  year  the  Secretary  of  the  Navy  is  re 
quired  to  fill  the  vacancy.     The  nomination  of  candidates 
from  the  District  of  Columbia  and  at  large  is  made  by  the 
President. 

2.  Examinations. — There  are  two  examinations  for  admis 
sion,' one  on  June  21,  the  other  on  September  12.     Candidates 
who  are  nominated  in  time  to  attend  the  first  examination 
come  up  in  June ;   the  others  hold  over  until  September. 
Should  any  candidate  that  ought  to  come  up  in  June  fail  to 
report,  or  be  rejected  for  any  reason,  the  Member  or  Delegate 
from  whose  district  he  was  nominated  is  notified  to  recom 
mend  another,  who  is  also  examined  in  September. 

All  candidates  must  be  over  fourteen  and  less  than  eighteen 
years  of  age,  and  no  one  is  examined  whose  age  does  not 
fall  within  the  prescribed  limits.  They  must  be  physically 


1 52  THE  NAVAL  ACADEMY.  TART  II. 

sound,  well-formed,  and  of  robust  constitution.  To  test  this, 
they  are  required  to  pass  a  satisfactory  examination  before  a 
medical  board,  composed  of  the  surgeon  of  the  Academy  and 
two  other  medical  officers  designated  by  the  Secretary  of  the 
Navy.  Any  one  of  the  following  conditions  is  sufficient  to 
cause  the  rejection  of  the  candidate  :  Feeble  constitution, 
greatly-retarded  development,  permanently-impaired  general 
health,  decided  cachexia,  diathesis,  or  predisposition,  and  all 
chronic  disease,  malformation,  or  results  of  injuries,  that  would 
permanently  impair  efficiency.  Attention  is  also  paid  to  the 
stature  of  the  candidate,  and  no  one  manifestly  under  size 
for  his  age  is  admitted.  No  candidate  rejected  by  the  medi 
cal  board  is  allowed  a  re-examination. 

Candidates  must  pass  an  examination  before  a  committee  of 
the  Academic  Board  in  reading,  writing,  spelling,  arithmetic, 
geography,  and  English  grammar.  All  the  examinations,  ex 
cept  in  reading,  are  written.  Candidates  who  fall  below  the 
standard  (62.5  per  cent,  in  each  branch)  receive  a  second  and 
final  examination  in  the  subjects  in  which  they  fail.  Deficiency 
in  any  one  of  the  subjects  at  the  second  examination  is  suf 
ficient  to  insure  rejection.  By  the  Revised  Statutes,  §  1515, 
"candidates  rejected  at  such  examination  shall  not  have  the 
privilege  of  another  examination  to  the  same  class,  unless 
recommended  by  the  board  of  examiners." 

3.   General  character  of  questions  : 

ARITHMETIC. 

Notation  and  numeration. 

Denominate  numbers. — The  tables  of  money,  weights,  and 
measures;  addition,  subtraction,  multiplication,  and  division 
of  denominate  numbers ;  the  relation  between  the  troy  and 
avoirdupois  pound ;  the  reduction  of  differences  of  longitude 
to  their  equivalents  in  time,  and  the  reverse. 


CHAP.  II.       EXAMINATIONS  FOR  ADMISSION.  I53 

Fractions. — The  candidate  must  be  familiar  with  all  the 
processes  of  common  and  decimal  fractions,  and  must  be 
able  to  give  clearly  the  reasons  for  the  processes;  and  he 
should  be  familiar  with  the  contracted  methods  of  multiplica 
tion  and  division  given  in  the  ordinary  text-books  of  arith 
metic. 

Properties  of  numbers. — The  test  of  the  divisibility  of  num 
bers  by  2,  3,  5,  8,  9,  u,  25,  125,  &c.;  the  resolution  of 
composite  numbers  into  prime  factors ;  the  method  of  deter 
mining  whether  a  number  is  prime  or  composite,  and  of  find 
ing  the  greatest  common  divisor  and  least  common  multiple 
of  large  and  small  numbers. 

Ratio  and  proportion. — The  definition  and  explanation  of 
ratio  and  proportion;  the  methods  of  writing  a  proportion; 
the  solution  of  problems  in  simple  and  compound  propor 
tion. 

Analysis. — Miscellaneous  problems  similar  to  those  in  the 
common-school  text-books. 

Percentage,  interest,  and  discount. 

Mensuration. — The  measurement  of  rectangular  surfaces 
and  volumes. 

Evolution. — The  extraction  of  square  and  cube  roots. 

An  algebraic  solution  may  be  given,  in  place  of  an  arith 
metical  solution,  in  problems  which  admit  of  it. 

Candidates  must  be  thoroughly  proficient  in  all  branches 
of  arithmetic,  and  unusual  excellence  may  be  allowed  to 
count  in  their  favor  in  case  of  a  slight  deficiency  in  other 
subjects. 

GEOGRAPHY. 

Candidates  are  questioned  upon  the  grand  divisions  of 
the  land  and  water;  the  character  of  coast-lines;  the  direc 
tion  and  position  of  mountain-chains,  and  the  locality  of 
important  peaks;  the  position  and  course  of  rivers,  their 


154  "THE  NAVAL  ACADEMY.  PART  II. 

tributaries,  and  the  bodies  of  water  into  which  they  empty ; 
the  position  of  important  seas  and  bays ;  the  political  divis 
ions  of  the  land,  their  position,  boundaries,  and  capital  cities  ; 
the  position  and  direction  of  great  peninsulas,  and  the  situ 
ation  of  important  and  prominent  capes;  straits,  sounds, 
channels,  and  the  most  important  canals ;  great  lakes,  and 
inland  seas ;  position  and  political  connection  of  important 
islands  and  colonial  possessions ;  locality  of  cities  of  histor 
ical,  political,  or  commercial  importance ;  the  course  of  a 
vessel  in  making  a  voyage  between  well-known  sea-ports. 

GRAMMAR. 

Candidates  are  examined  upon  the  whole  of  English  gram 
mar,  as  treated  in  the  common-school  text-books,  embracing 
all  that  is  usually  given  under  the  head  of  orthography, 
etymology  or  classification,  the  formation  and  inflection  of 
words,  and  syntax,  including  parsing  and  the  analysis  of  sen 
tences.  The  questions  in  grammar  are  based  upon  the  school- 
books  found  by  actual  inquiry  to  be  in  most  common  use. 

READING. 

Candidates  are  examined  in  reading  aloud  English  prose  in 
a  standard  work. 

WRITING    AND    SPELLING. 

Candidates  are  required  to  write  a  short  original  letter  and 
an  exercise  in  dictation,  and  to  spell  twenty-four  words  in 
common  use.  An  exercise  having  eight  or  more  mistakes  in 
spelling  is  not  considered  satisfactory,  and  is  enough  of  itself 
to  cause  the  rejection  of  a  candidate. 

4.  Preparation  of  candidates. — It  is  a  matter  of  remark  to 
the  examining  board  that  a  considerable  majority  of  the  can 
didates  come  very  poorly  fitted  for  this  or  any  other  examina- 


CHAP.  II.       EXAMINATIONS  FOR  ADMISSION. 


'55 


tion.  The  subjects  required  are  of  an  elementary  character, 
the  papers  set  are  simple  and  easy,  and  the  marking  is  in 
dulgent.  The  question  occurs  at  once,  Why  is  it  that  selected 
boys  from  all  parts  of  the  country,  of  an  average  age  of 
over  sixteen,  and  none  of  them  younger  than  fourteen,  should 
be  unable  to  pass  a  creditable  examination  in  grammar,  geog 
raphy,  spelling,  and  arithmetic  ?  Or,  leaving  out  of  consid 
eration  the  first  two  branches,  as  candidates  are  rarely  rejected 
for  a  deficiency  in  geography  or  grammar  alone,  why  is  it  that 
out  of  200  boys  of  sixteen,  presented  annually  for  examina 
tion,  hardly  half  could  be  called  proficient  in  arithmetic  and 
spelling? 

The  reason  seems  to  lie  partly  in  the  circumstances  or  ca 
pacity  of  the  candidates  selected,  and  partly  in  the  defective 
condition  of  the  fitting-schools,  and  a  want  of  time  for  special 
preparation.  Candidates  are  appointed  from  every  part  of 
the  country,  often  with  very  brief  notice  of  the  coming  exami 
nation.  As  a  rule,  they  are  selected  without  reference  to 
scholastic  attainments,  very  few  being  required  to  pass  a  com 
petitive  examination*  for  their  appointment.  Some  of  the 
papers  show  a  degree  of  ignorance  so  remarkable  that  the 
most  superficial  preliminary  examination  would  have  disclosed 
it.  But  these  examinations  are  clearly  the  exception  rather 
than  the  rule. 

Some  illustrations  of  this  defective  training  have  been 
selected  from  the  examination-papers  of  candidates  for  ad 
mission.  They  are  taken  from  the  English  papers,  as  the 
want  of  training  is  seen  more  readily  in  these  answers  than 
in  arithmetical  examples,  although  it  is  quite  as  marked  in 
the  latter. 

*  At  the  examination  for  admission  in  September,  1875,  there  were  II 
candidates  out  of  92  who  had  been  appointed  after  competitive  examina 
tions,  of  whom  two  were  rejected  and  one  failed  to  complete  his  first  year 
at  the  Academy. 


1  5  6                    THE  NAVAL  A  CA  DEM  Y. 

PART  I] 

SPELLING. 

June,  1874: 

"  Mullicous. 

Opinon. 

Privelige. 

Milta. 

Litarray. 

Linen. 

Vengence. 

Soverighty. 

Colonal. 

Citzen. 

Perserve. 

Extradonarj 

Colony. 

Sympathy. 

Talent. 

Acadmey. 

Embarrass. 

Sarcfice. 

Escential. 

Deslipine. 

Speech. 

Milatary. 

Siendentifc. 

Discreet." 

September,  1873  : 

"  Agreeable. 

Skillful. 

Seperate. 

Condemn. 

Linnen. 

Academ} 

Accessible. 

Literary. 

Severn. 

Formmible. 

Obveious. 

Masculir 

Dissention. 

Exenent. 

Circle. 

Cornel. 

Recede. 

Lilly. 

Amalgamate. 

Qii/^icirl^ 

Precede. 

Forren." 

The  following  is  part  of  a  paper  handed  in  by  a  candidate 
from  Massachusetts,  who  brought  a  letter  of  recommenda 
tion  from  the  master  of  the  high-school  which  he  attended  in 
a  considerable  town  of  that  State.  The  letter  stated  that  the 
candidate  stood  No.  2  in  a  class  of  twenty  at  his  school,  and 
that  he  had  previously  attended  a  Boston  grammar-school. 
The  letter  was  such  as  to  give  the  impression  that  this  was 
one  of  the  most  creditable  pupils  at  the  high-school  in  ques 
tion.  The  paper  is  copied  literatim. 

Dictation,  (Bancroft's  United  States,  i,  p.  234  :) 
"  Equally  proverbial  was  the  hospitality  of  the  Verginians 
labor  was  valuable  land  was  cheap  compitance  prompty  fol- 


CHAP.  II.       EXAMINATIONS  FOR  ADMISSION.  ISy 

lowed  industry  there  was  know  nead  off  a  scramble  abound- 
ance  *****  tjie  mOrasses  were  alive  with 
water  foul  the  creeks  abounded  with  oisters  in  inexausterble 
beds  *  *  *  the  woods  russled  with  quails."  *  * 

SPELLING. 

"  Forfeiture.  Grievences.  Precarious. 

Synonimous.  Beneficeary.  Privalleges. 

Judgeitial.  Fundimental.  Equivilant. 

Mantinance.  Perpetuate.  Matrimonial. 

Acknowlagement.  Heredditary.  Corporation. 

Encouragement.  Descendant.  Simpathetic. 

Tenement.  Aillion.  Agreable. 

Reccompence.  Eclesiastical.  Dicernment." 

According  to  the  practice  at  that  time,  this  candidate  was 
examined  orally  in  the  branches  in  which  he  had  failed  at 
his  written  examination.  The  examining  committee  gave 
him  eight  words  to  spell  at  the  blackboard. 

A  copy  of  this  exercise  is  given  : 

"  Engenire.  Incriment.  Quarrantine. 

Exhauxtiveness.  Finantial.  Chemastry. " 

Ceddiment.  Pylgramage. 

After  this  it  was  deemed  unnecessary  to  go  any  further 
with  the  examination  in  this  branch. 

A  still  more  inexcusable  case  came  very  recently  before 
the  board  of  examiners,  which,  perhaps,  explains  in  some 
degree  the  inefficiency  of  secondary  schools.  A  young  man 
nearly  eighteen  years  of  age  presented  himself,  under  appoint 
ment,  from  one  of  the  western  counties  of  the  State  of  New 
York,  for  examination  as  to  his  qualifications  for  admission. 
In  filling  up  the  required  blanks,  before  examination,  he 


158  THE  NAVAL  ACADEMY.  PART  II. 

stated  that  he  had  been  appointed  after  a  competitive  exam 
ination  of  seventeen  candidates,  and  that  he  had  taught  school. 
Careful  inquiry  disclosed  the  following  facts  in  regard  to  the 
last  statement.  Candidates  wishing  to  become  teachers  were 
examined  as  to  their  proficiency  by  the  school  commissioner 
of  the  district  before  appointment.  The  commissioners  were 
chosen  at  a  general  election  by  the  voters  of  the  school-dis 
trict.  This  young  man  had  been  examined  in  the  regular 
way  and  appointed  teacher  in  the  district-school.  The  school- 
year  consists  of  two  terms  of  twelve  or  fourteen  weeks  each, 
and  the  candidate  had  taught  school  during  five  such  terms. 
He  had  nine  pupils  at  first,  to  whom  he  taught  arithmetic, 
geography,  grammar,  reading,  and  spelling;  and  in  the  last 
winter  he  had  risen  to  the  responsibility  of  thirty-four  pupils, 
and  he  was  teaching  algebra  and  United  States  history. 

He  brought  with  him  the  following  letter  of  recommenda 
tion  from  a  judicial  functionary  of  the  neighborhood: 

« N   Y 

j     1>  .      JL  ., 

"  SUPERETENDENT  OF  NAVAL  ACADEMY 

Anapilos  Md 

"This  is  to  certify  that  I   am  well  acquainted  with 

&  can  chearfully  say  that  he  is  a   Yong   Man  of 

Good  Moral  charictor  &  highly  respected  by  all  who  know 
him 

«  (Signed)  « ." 

So  much  for  the  antecedents  of  the  candidate.  At  his  ex 
amination  for  admission  to  the  Academy  he  failed  on  three- 
fourths  of  the  questions  on  his  first  arithmetic-paper,  and 
he  barely  succeeded  in  passing  on  the  second.  The  follow 
ing  are  his  papers  in  spelling  and  geography,  copied  ex 
actly,  though  no  copy  can  do  justice  to  the  penmanship  and 
form: 


CHAP.  II.       EXAMINATIONS  FOR  ADMISSION. 


SPELLING. 

"  Millionheir. 

Supercilleous. 

Demagogue. 

Snoar  (!) 

Honorous. 

Inflamable. 

Depravity. 

Engineer. 

Scientific. 

Tollerance. 

Brigadier. 

Trancient. 

Infermery. 

Icicle. 

Verticle. 

Clamor. 

Proficency. 

Privalege. 

Stratagem. 

Discention. 

Democracy. 

Penetant. 

Malisceous. 

Concession." 

GEOGRAPHY. 

Questions. 

"  I.  Give  the  position  of  the  following  cities,  and  tell  on  or* 
near  what  water  they  are  situated: 

"i.  Toledo.  2.  Carthagena.  3.  Cracow.  4.  Trebizond. 
5.  Calcutta. 

"II.  From  what  land  and  into  what  water  do  the  following 
capes  project? 

"i.  Montauk  Point.  2.  Cape  Canaveral.  3.  Cape  Race. 
4.  Cape  Matapan.  5.  Point  de  Galle. 

"  III.  Make  a  coasting  voyage  from  Archangel  to  Calcutta 
via  the  Suez  Canal.  Name  all  the  important  bodies  of 
water  you  pass  through,  in  order. 

"  IV.  Name  and  locate  six  islands  of  the  Mediterranean 
Sea,  and  tell  to  what  country  each  one  belongs. 

"V.  Describe  the  following  rivers,  telling  where  they  rise, 
in  what  direction  they  flow,  into  what  water  they  empty: 

"  i.  Orinoco.     2.  Pruth.     3.  Columbia.     4.  Po." 

Answers. 

"  I.  Toledo  on  the  western  end  of  Lake  Erie  Carthigena 
norther  part  of  france  eng  chanell  Calcutta  southern  part 
europe  Mediteranean  sea. 


160  THE  NAVAL  ACADEMY.  PART  II. 

"  II.  Montauk  pt  from  canida  into  lake  Huron.  Canaveral 
west  of  California  in  to  the  pacific  cape  race  from  western 
part  Labrador. 

"  III.  east  on  the  Bay  of  Bangal  Arabian  sea  North-east 
on  the  red  sea  east  on  the  Mediteranean  Mediteranean  sea 
Arabian  sea  Bay  Bangal  red  sea. 

"  IV.  Corsica  &  Sardinia  to  Candy  to  Turkey  sicily 

to  Itily 

"  V.  The  Orinoco  Rises  in  the  the  Andes  Mountans  in 
south  America  flows  North-East  and  Empties  into  the  carrib- 
ean  sea 

"Columbia,  is  formed  by  the  Lewis  and  snake  river  flows  in 
a  westerly  direction  into  the  pacific  ocean  Po  river  rises  in 
the  northern  part  of  Itily  and  flows  in  easterly  dir  into  the 
archapelago  sea  " 

The  second  papers  were  equally  bad,  or  perhaps  worse. 
And  this  from  a  district-school  teacher  of  two  years'  stand 
ing!  If  such  cases  are  common,  the  boasted  American 
school  system  must  be  in  some  places  a  sham  or  a  burlesque. 
Certain  interesting  questions  present  themselves  as  to  the 
kind  of  education  generally  diffused  among  a  community 
with  such  a  school  system.  If  this  young  man  is  the  best  of 
seventeen  candidates,  what  must  be  the  other  sixteen  ?  If  a 
judicial  functionary  of  the  neighborhood  can  spell  "  charac 
ter"  "charictor,"  how  would  a  district-school  teacher,  for  ex 
ample,  spell  it  ?  And  if  the  district-school  teacher  spells  the 
word  "snore"  "snoar,"  what  must  be  the  proficiency  of  his 
scholars  in  spelling? 

But  even  supposing  that  this  example  is  a  very  exceptional 
one,  as  is  to  be  hoped  is  the  case,  it  helps  to  account  for 
the  large  number  of  rejections.  In  these  cases,  want  of  time 
for  preparation  is  hardly  a  valid  excuse  for  inability  to  pass 
an  examination  as  elementary  as  that  for  admission  to  the 


CHAP.  II.       EXAMINATIONS  FOR  ADMISSION.  T6i 

Academy — certainly  not  for  cases  of  gross  ignorance  like 
those  just  quoted.  Any  properly-trained  boy  of  fourteen  or 
fifteen  years  of  age  ought  to  need  little  previous  notice  to 
prepare  himself  to  answer  plain  questions  in  the  simplest 
branches  of  knowledge.  There  are,  it  is  true,  rare  cases 
where  circumstances  have  compelled  a  boy  to  devote  most 
of  his  time  to  manual  labor.  There  are  also  cases,  pre 
sumably  rare,  among  a  picked  class  of  boys  chosen  as  being 
worthy  to  receive  a  beneficiary  education  from  the  Govern 
ment,  of  constitutional  dullness  or  incapacity  ;  but  the  large 
majority  of  rejections  must  be  referred  to  the  insufficient 
training  of  the  schools.  If  the  schools  of  the  country,  pri 
mary  and  secondary,  do  not  teach  their  pupils  between  the 
ages  of  seven  and  fifteen  to  spell,  to  cipher,  to  answer  sim 
ple  questions  in  geography  and  grammar,  what  in  those 
eight  years  do  they  teach  ?  The  letter  of  the  master  of  the 
Massachusetts  high-school  is  not  the  only  one  of  its  kind — 
a  letter  which  finds  a  charitable  explanation  either  in  self- 
delusion  or  incompetency. 

5.  Admission. — Candidates  who  pass  the  physical  and  the 
mental  examination  receive  appointments  as  cadet-rnidship- 
men,  and  become  inmates  of  the  Academy.  Immediately 
.after  admission  they  are  required  to  sign  articles  by  which 
they  bind  themselves  to  serve  in  the  United  States  Navy  eight 
years,  (including  the  time  of  probation  at  the  Academy,)  un 
less  sooner  discharged.  At  the  same  time  they  are  required 
to  make  a  deposit  with  the  treasurer,  which  is  credited  on  his 
books,  to  be  expended,  under  the  direction  of  the  Superin 
tendent,  in  the  purchase  of  clothing,  furniture,  text-books, 
and  other  authorized  articles.  The  amount  required  varies 
somewhat,  besides  being  reduced  more  or  less  by  the  value 
of  clothing  brought  from  home.  Last  year  (i875-'76)  it  was 
$229.99. 
ii 


!62  THE  NAVAL  ACADEMY.  PART  II. 

One  month  after  admission  each  cadet  is  credited  with  the 
amount  of  his  actual  expenses  in  traveling  from  his  home  to 
the  Academy;  but  a  cadet  who  voluntarily  resigns  his  appoint 
ment  within  a  year  from  the  time  of  his  admission  is  required 
to  refund  this  amount. 

II.   CADET-ENGINEERS. 

Applications  from  persons  wishing  to  enter  the  Academy 
as  cadet-engineers  are  made  to  the  Navy  Department.  Out 
of  the  whole  number  of  applicants  a  part  are  selected  by  the 
Secretary  of  the  Navy,  to  whom  permission  is  given  to  present 
themselves  for  examination.  The  number  of  cadet-engineers 
allowed  by  law  is  twenty-five  per  annum.  Candidates  must 
be  not  less  than  sixteen  nor  more  than  twenty  years  of  age 
at  the  time  of  their  examination. 

The  examination  is  held  on  the  5th  of  September  of  each 
year,  and  is  competitive;  the  first  twenty-five  on  the  list  of 
candidates,  as  determined  by  the  examination,  being  selected 
for  appointment.  The  subjects  of  the  examination  are  as 
follows : 

1.  Algebra,  through  equations  of  the  first  degree. 

2.  Plane  geometry. 

3.  Elementary  physics. 

4.  Sketching. 

5.  Arithmetic. 

6.  Reading. 

7.  Writing. 

8.  Spelling. 

9.  Geography. 

10.  English  grammar. 

The  examination  in  the  six  last-named  subjects  is  similar  to 
that  for  cadet-midshipmen.  Candidates  who  show  the  great- 


CHAP.  II.       EXAM1NA  TIONS  FOR  ADMISSION. 


'63 


est  skill  and  experience  in  the  practical  working  of  machinery, 
other  qualifications  being  equal,  have  precedence  for  admis 
sion. 

Candidates  are  required  to  pass  a  physical  examination, 
and  if  rejected  by  the  medical  board  are  excluded  from 
further  competition.  The  other  requisites  and  conditions  are 
the  same  as  those  for  cadet-midshipmen. 

TABLE  I. — AT e rage  age  of  cadets  at  the  date  of  admission  during 
the  past  ten  years. 

CADET-MIDSHIPMEN. 

Yrs.  Mos. 

Admitted  in  1866 16  4 

1867 16  4 

1868 16  o 

1869 16  2 

1870 . 16  5 

1871 16  3 

1872 - 16  4 

1873 16  7 

1874 16  3 

1875 16  9 


Average  age  for  10  years,  1866-1875 16     4 

CADET-ENGINEERS. 

Yrs.  Mo?. 

Admitted  in  1874 l8     6/^ 

1875 --•          17  .I0 


i64 


THE  NAVAL  ACADEMY. 


PART  II. 


TABLE  II. — Examinations  of  candidates  for  admission  as  cadet-midship 
men — 1870-1875. 


* 

J. 
1 

Rejected  by  Academic  Board. 

• 

s  ^ 

• 

Date. 

"o  8 

£g 

o 

a 

.1 

u  -a 

"S 

"S 

^2 

i 

0     u 

S 

u: 

* 

1-1 

s 

8  ° 

a 

"3 

.£3 

3 

^ 

13 

3 

'a? 

*c 

a 

0 

0 

."ti 

5 

z 

•< 

32 

h 

^ 

H 

June,  1870  .  .  . 

4 

«§ 

IO 

21 

Sept.,  1870  .  .  . 

IO2 

5 

14 

II 

25 

i 

3T 
1 

June    1871 

42 

J 

Sept.,  1871  ..  . 

54 

2 

i 

g 

IO 

j 

TO. 

June,  1872  .  .  . 

74 

I 

2 

4 

21 

27 

2 

-1  J 

39 

Sept.,  1872  .  .. 

76 

I 

IO 

3 

17 

3° 

31 

June,  *873  .  .  . 

83 

8 

6 

18 

32 
• 

n 

Sept.,  1873  .  .  . 

106 

4 

ii 

8 

33 

1 

I 

57 

June,  1874  .  .  . 

74 

6 

7 

3 

23 

33 

2 

4i 

Sept.,  1874... 

106 

8 

9 

ii 

24 

44 



5* 

June,  1875.. 

95 

10 

i4 

i 

23 

38 

5 

53 

Sept.,  1875.. 

92 

5 

17 

3 

18 

38 

i 

44 

NOTE. — Discrepancies  between  the  numbers  of  the  table  and  those 
published  in  the  Annual  Register  are  explained  by  the  following : 

J.  B.  Alexander,  admitted  June,  1870,  not  in  Register  for 
M.  D.  W.  Burnett,  admitted  June,  1871,  not  in  Register  for 
Two  students  from  Japan  were  admitted  in  1872. 
One  student  from  Japan  was  admitted  in  1873. 
Two  students  from  Japan  were  admitted  in  1874. 


CHAP.  II.        EXAMINATIONS  FOR  ADMISSION. 


of  grad 
n,  1872. 


e  of  gra 
ion,  187 


Date  of  g 
uation,  1 


•*-OOt>-OOOOOOr^OOu~>OO 
iniONvOpoO*        lOlOOw^         (TJlOC^lO 

-p^aS  O^AY  p9;;irapB 

9SOq;  JO    9SBJU90J3J 
-IptTBD  JO  93131U90J9J 

H 

ro     rn     H 

T3     JQ  '091'BnD-BJ'a  MOOOOOOOHQMONHNO 

u  oo 
bJD  « 

II 

"rt  ^ 
Q  3 

¥ 

1 1 
gl 

"O  c^>     -nai-Rnn-Riirk  I   OOOOONOOOMOOmMOO 
^ 

o  a 
«  .2 
*  ^  -pguiuiBxg  ! 


OOOIHHOOOOOOOOOOO 


MOwMOOOOOOOONMOO 


OOOOOOOOOOOOMfm 


OOOMOCsOOmOOO 


o| 

1    1 

5  g 

o    o 


t 

QQQ^C5Ss 


1 66 


THE  NAVAL  ACADEMY. 


PART  II. 


ssoqj  jo  aSB^uaojaj 

*~ 

•pajBnpBjS  oqAv  sajBp 

10  ,S    " 

«  °  «  * 

1 

•P3^nPBJO 

00      0     .0      u, 

M 

•pwiuipv 

M                      M         M          M          M                                   M                                                M 

^ 

•pauiuiBxg 

rOMMOiNM              „      ,r, 

ro            J-     M 

Date  of  grad 
uation,  1875. 

•pajBtipB^ 

•pawoipv 

H 

•pauioiBxg 

H 

Date  of  grad 
uation,  1874. 

•p3j,npBa9 

OOOOOMOONOOOM 

MONO 

•P9«5^PV 

•pauioiBxg 

H 

Date  of  grad 
uation,  1873. 

•pa^BnpBJf) 

•pajjiuipv 

. 

M 

•pautuiBxg 

* 

N 

Date  of  grad 
uation,  1872. 

•paiBnpBJ9 

MMMOMOOOMOOOM 

M        0        t^       0 

•P3WIUJPV 

M 

•pauiuiBxg 

<N 

Date  of  grad 
uation,  1871. 

'p91BnpBJO           wOwMMMfOOMOOOO 

O      O      ON     M 

•pa^fuipv 

M 

•pauiuiBxg 

M 

Date  of  grad 
uation,  1870. 

•P^nPBJ9 

^MMO^-OOOHMOOM^OOOO 

•P^oipv 

" 

•p9U[UIBXTJ 

M               ro 

|| 

;  ;  :  ;  .5  i  ;  ;  ;  ;  ;  :  |  :  i  ;  § 

!|jll.l!!!!i|! 

1  1  1  $  |  I  |  H  1  |  fc  | 

3?  -~  'M    £ 
2   5   S  rl 

^    g     >H     U 

^  ^  £  tH 

4>      <U      0)      O 

CHAP.  II.       EXAMINATIONS  FOR  ADMISSION. 


167 


oo   3-  S  £•  «o  &  8   3-  S,  &  S,  E  *°   8 

w 

i!   i' 

>>  6       <u 

V,      bfi             > 
3      03               « 

•^•O^^fOOu^foOOtriOoiO              <T» 

en 

5  3     o 

«o         S 

s  «    •* 
^-    1 

ro 

(N 

00              <U 

8  K      * 

CO           ^ 

0 

•£  1      =§ 

82       jg 

\O                       O\                     t-t          N                                    M          04                                    M 

» 

41       1 

C^OWOHCOOOOOOOOOO 

co 

jd  §      S 

O    _C             <u 

<00NOMCOOO«MMO^OM 

^ 

5     C            rt1 

S'2      § 

e  s      § 

» 

1  -a      S 

fOOiOOOMi-OONOOOOO 

ft 

II  i 

C    " 

0 

8 

1     ^ 

^3 

MM                                                                                          M 

•y 

cl        I 

OOMOOOOOOOOOOOw 

c? 

rt    4,           en 

"^    S          §> 
tC   T3           to 

VOOONOCOCOOOOMOMOOO 

<^ 

a 

<U     3            co 

J3   _,            «   K- 

-     0          •  «*    ^ 

M 

2 

CO.          T3    T3 
3           ^     C 

•^GWOOOOMOMOMINOO 

t 

oo        a   * 

•o  M      3  > 

£  S     's  w 

^ 

*  1     fe  s 

^0t,0M^0MOH0M.OO 

S 

t  8       -e  H 

G"    4,             5     C 

lOOiOMQMOOOOOMiNO.O 

5= 

O     (u             Z    —  ' 
B    S                   T3 

.2-5         «  5 

OOONOOwOOOOOMMOO 

S 

So;         5  -t! 

"2-5       -  S 
^        *     o 

b  S        ^  w 

M           °           °                          ° 

? 

5  §      'S^ 

OOOOfOOOOCIOwOPiOO 

li  Is 

rt   —          w  pfi 

eg         <u  *- 

M                     H 

§ 

g  -a        g   S 

W                   N 

1 

8£     -  & 

«  °  -  2  M 

:    :  rt  -d  g    ::::::  -    :    :  £ 

:  c   s  -    :    :        '•    :  e  .S    :    :  rt 
:  2  -S  §  g    :        ::2^cbc^ 

Jfilij.jifflJi 

I 

"Jt'l 

Elfll 

$   «   rt   c  « 

ai.ri 

Xi    as         '«o 

THE  NA  VAL  ACADEMY. 


PART  II. 


TABLE  IV. — Percentage  of  candidates  from  each  State  and  Territory  who- 
succeed  in  completing  the  course. 


State  or  Territory. 

Percent 
age. 

State  or  Territory. 

Percent 
age. 

Minnesota 

67 

Kentucky 

26 

Iowa  

Kansas  

California 

Nevada 

New  Hampshire  .   . 

New  York                   .  .     .... 

Massachusetts  

Pennsylvania  

Wisconsin 

Alabama  .... 

06 

Missouri 

Louisiana  

06 

New  Jersey  

Maine 

06 

Ohio  

Vermont 

Connecticut  

Virginia  ....                   

Delaware  

Georgia  ... 

i? 

Rhode  Island 

Texas  

Maryland                      

South  Carolina  

10 

Illinois 

Indiana  

New  Mexico                   

North  Carolina  

'28 

Oregon  

o 

District  of  Columbia  

26 

CHAP.  II.       EXAMINATIONS  FOR  ADMISSION. 


169 


TABLE  V. — Percentage  of  successful  candidates  from  each  State  and  Terri 
tory  who  succeed  in  completing  the  course. 


State  or  Territory, 

Percent 
age. 

State  or  Territory. 

Percent 
age. 

80 

West  Virginia 

80 

Kentucky  

Iowa  

6? 

New  Hampshire                .... 

46 

Michigan 

60 

Maine  

eg 

Vermont  

Tennessee                  

08 

Louisiana     .         

Rhode  Island  

33 

20 

Kansas  

Maryland  

20 

Georgia    

17 

Missouri                .           ... 

17 

Mississippi                   

o 

Ohio  

Oregon  

o 

Texas  

5° 

CHAPTER    III. 


COURSE  OF  INSTRUCTION. 

I.  SEAMANSHIP. 

Before  1845,  seamanship  and  navigation  were  the  only 
•subjects  required  at  the  examination  of  midshipmen  for  promo 
tion.  There  was  this  difference  between  the  two  branches, — 
the  first  could  only  be  learned  at  sea,  while  much  of  the 
second  was  more  readily  acquired  on  shore,  away  from  the 
distractions  of  the  ship.  Consequently,  the  plan  adopted  in 
1845  did  not  contemplate  academic  instruction  in  seaman 
ship,  but  left  it  to  be  learned  during  the  three  years'  cruise 
that  acting  midshipmen  were  sure  to  make  before  they  came 
up  for  promotion. 

The  revised  regulations  of  1850  created  a  new  and  sepa 
rate  department,  of  naval  tactics  and  practical  seamanship, 
with  the  commandant  of  midshipmen  as  its  head.  The 
system,  however,  still  provided  for  an  intermediate  cruise 
between  the  first  two  and  last  two  years  of  the  academic 
course,  and  instruction  in  these  branches  at  the  Academy 
was  confined  chiefly  to  practical  exercises. 

When  the  four  year  course  was  adopted  in  November, 
1851,  (it  was  hardly  in  operation  till  the  next  year,)  seaman- 
.ship  became  a  recognized  part  of  the  academic  course. 
The  first  book  used  was  Totten's  Naval  Text-Book.  This 
was  changed  in  1852  for  Brady's  Kedge-Anchor,  which  was 
in  turn  replaced  in  1863  by  Luce's  Seamanship.  From  time 


CHAP.  III.  COURSE  OF  I Ar STRUCT! ON.  j^ 

to  time  kindred  branches  have  been  introduced  in  connection 
with  the  course  in  seamanship,  and  the  practical  exercises 
have  been  improved  and  their  scope  extended  until  the 
course  has  developed  into  its  present  form.  The  practice- 
cruises,  begun  in  the  summer  of  1851,  have  always  been  a 
most  important  auxiliary  to  the  instruction  in  seamanship. 

From  1850  to  1875  the  commandant  of  midshipmen  has 
been  nominally  head  of  the  department  of  seamanship, 
though  of  late  years  having  little  connection  with  it  except 
in  matters  of  routine.  The  senior  assistant  has  been  virtu 
ally  head,  though  the  authority  to  prescribe  for  the  depart 
ment  lay  with  the  commandant.  The  department  of  ord 
nance  and  gunnery  was  governed  by  the  same  system.  In 
1875  the  senior  assistants  were  made  actual  heads  in  name 
as  well  as  in  fact,  the  commandant  merely  retaining  a  super 
vision  of  the  practical  exercises  in  the  two  departments. 

The  cadet-midshipmen  of  all  the  classes  are  taught  sea 
manship  by  practical  exercises,  and  the  two  upper  classes 
receive  instruction,  besides,  from  books,  models,  and  lectures, 
in  the  section-room. 

The  department  has  a  great  variety  of  working  models  and 
apparatus  for  practical  instruction,  including  full-rigged  ships, 
both  with  and  without  sails;  working  models  to  illustrate  the 
processes  of  getting  in  and  out  masts,  boats,  and  guns,  of 
sending  up  and  down  spars,  and  of  heaving  down;  models 
of  boats,  anchors,  chains,  capstans,  knots,  splices,  and  tackles; 
and  models  of  ships  in  process  of  construction,  to  illustrate 
the  study  of  ship-building  and  naval  architecture,  showing 
the  lines,  timbers,  plankings,  and  fittings  of  a  vessel.  The 
United  States  sloop  of  war  Dale  is  moored  at  one  of  the 
wharves,  and  is  used  for  practical  exercises  in  seamanship. 
There  are  also  several  cutters  for  boat-drill,  and  a  complete  set 
of  signal  flags,  lanterns,  &c.,  for  practice  in  signaling. 


1 72  THE  NAVAL  ACADEMY.  PART  II. 

PRESENT    COURSE. 

Cadet-midshipmen . 

FOURTH  CLASS — FIRST  YEAR. — Four  drills  a  week  during 
the  first  two  and  last  two  months  of  the  academic  year,  as 
follows : 

Exercises  on  board  the  Dale. — The  class  learn  the  names  of 
the  masts,  yards,  ropes,  and  sails,  and  of  the  different  parts 
of  the  vessel.  At  drills  they  are  stationed  as  landsmen,  and 
they  become  familiar  with  the  duties  of  this  class  of  men. 
These  drills  take  place  three  times  a  week  during  the  period 
specified. 

Boat-exercise. — The  cadets  go  out  once  a  week  during  the 
months  named,  in  twelve  i2-oared  cutters  fitted  with  oars  and 
sails.  A  special  organization  is  used  for  the  boat-drill,  and 
each  boat  is  in  charge  of  a  cadet-officer.  The  object  of  this 
drill  is  to  teach  the  fourth-classmen  how  to  pull  an  oar. 

Signals. — Exercises  in  signals  (Myer's  code)  are  held  at  in 
tervals.  The  instructor  has  one  division  of  the  class  at  a 
time,  and  the  division  is  broken  up  into  squads  of  four,  each 
squad  in  charge  of  a  first-classman.  The  squads  or  groups 
are  stationed  at  various  points  about  the  grounds  and  signal 
to  one  another.  Proficiency  is  tested  by  sending  signal-mes 
sages  through  five  or  six  parties,  stationed  at  considerable 
distances,  in  a  circle,  in  such  a  way  that  each  party  can  see 
only  the  one  from  which  it  receives  the  message  and  the  one 
to  which  it  is  transmitted.  The  message  is  thus  finally  received 
by  the  original  senders,  and  the  accuracy  of  the  process  can 
be  determined  with  exactness. 

THIRD  CLASS — SECOND  YEAR. — Practice-cruise,  three  sum 
mer  months.  Practical  exercises,  as  before. 

Practice-cruise. — After  the  annual  examination,  cadets  who 
have  passed  into  the  third  class  make  their  first  practice-' 


CHAP.  III.  COURSE  OF  INSTRUCTION.  ^ 

cruise  at  sea.  Here  they  occupy  the  positions  of  landsmen 
and  ordinary  seamen,  and  are  exercised  in  making  the  vari 
ous  knots,  splices,  hitches,  and  bends,  and  in  fitting  rigging ; 
boxing  the  compass,  heaving  the  log  and  the  lead;  steer 
ing;  and  in  loosing,  furling,  and  reefing  sail.  At  times  they 
have  exercise  in  rowing,  and  in  working  boats  under  sail. 
The  instruction  in  Myer's  code  of  signals  is  continued. 

Exercises  on  board  the  Dale. — The  times  and  methods  of 
instruction  are  the  same  as  those  of  the  first  year,  except  that 
the  cadets  are  stationed  more  generally  aloft  and  on  the  light 
yards  than  before.  Boat  and  signal  exercises,  similar  to  those 
of  the  previous  year. 

SECOND  CLASS — THIRD  YEAR. — Recitations  :  seamanship, 
three  hours  a  week ;  naval  tactics,  one  hour  a  week,  second 
term.  Practical  exercises,  as  before. 

Seamanship. — The  recitations  are  conducted  orally  in  the 
section-room,  with  much  illustration  from  models  and  other 
appliances.  The  text-book  is  Luce's  Seamanship,  and  the  in 
struction  comprises  the  following  subjects :  Knotting,  splicing, 
and  tackles;  compass,  log,  and  lead;  rope-making;  blocks; 
cutting  and  fitting  rigging;  masting;  rigging  ship;  cutting, 
fitting,  bending,  unbending,  making  up,  and  stowing  sails; 
stowage;  purchasing  heavyweights;  ground-tackle.  Organ 
ization  ;  making  preparation  for  sea;  handling  boats.  Rules 
of  the  road.  Duties  of  midshipmen  as  officers  of  the  fore 
castle  and  quarter-deck,  and  as  mates  of  the  lower  decks ; 
duties  of  the  officer  of  the  deck.  Getting  under  way  and 
coming  to  anchor ;  making  and  taking  in  sail ;  reefing-  and 
hoisting ;  making  to  windward. 

Naval  tactics. — The  organization,  formation,  and  maneu 
vering  of  a  fleet,  under  steam  or  sail,  in  Ward's  Manual  of 
Naval  Tactics  and  Parker's  Steam  Fleet  Tactics;  and  the 
code  of  signals  in  the  United  States  Naval  Signal-Book  and 
Myer's  Manual  of  Signals. 


I74  THE  NAVAL  ACADEMY.  PART  II. 

Exercises  on  board  the  Dale. — The  cadets  of  the  second 
class  are  stationed  as  seamen  and  ordinary  seamen,  and  are 
instructed  in  sending  up  and  down  masts  and  yards,  and  in 
loosing,  furling,  reefing,  making,  and  shortening  sail. 

FIRST  CLASS  —  FOURTH  YEAR. —  Practice-cruise,  three 
months.  Ship-building  and  naval  architecture,  three  hours 
a  week,  first  term.  Seamanship,  three  hours  a  week,  second 
term.  Exercises. 

Practice-cruise. — After  the  annual  examination  of  the  second 
class,  cadets  who  pass  into  the  first  class  go  on  their  second 
practice-cruise.  Upon  this  cruise  they  perform  the  duties  of 
seamen  and  petty  officers,  and  they  act  at  intervals  as  officers 
of  the  forecastle,  and  mates  of  the  lower  decks,  and  as  officer 
of  the  deck. 

Ship-building  and  naval  architecture. — This  branch  includes 
the  construction  of  ships,  both  iron  and  wooden,  and  the 
designing  of  ships.  It  is  completed  in  the  first  term.  The 
text-books  are  Wilson's  Ship-Building  and  Thearle's  Naval 
Architecture. 

Seamanship. — The  first  class  take  up  theoretical  seamanship 
again  at  the  beginning  of  the  second  term,  and  review  the 
second-class  course.  In  addition,  they  study  the  theory  of 
storms  and  hurricanes,  and  the  method  of  handling  ships 
under  all  circumstances,  particularly  in  gales,  squalls,  and  bad 
weather.  They  also  take  up  the  following  subjects:  Making 
preparations  for  sea;  handling  steamers;  chasing,  anchoring, 
mooring  and  unmooring,  tending  ship,  and  clearing  hawse ; 
emergencies,  such  as  parting  rigging,  losing  sails  or  spars, 
getting  ashore,  and  springing  a  leak;  the  bearing  of  officers 
and  the  management  of  men ;  port  and  sea  routine;  ceremo 
nies  and  salutes,  and  the  various  duties  of  all  the  officers  of 
the  ship.  The  text-books  are  Luce's  Seamanship,  the  United 
States  Naval  Regulations,  and  the  pamphlet  of  the  Hydrq- 
graphic  Office  on  Hurricanes. 


CHAP.  III.  COURSE  OF  INSTRUCTION.  ^^ 

Practical  exercises. — The  time  allotted  to  exercises  is  the 
same  as  that  in  the  lower  classes,  but  the  duties  are  of  a  higher 
character.  On  board  the  Dale  the  cadets  of  the  first  class 
are  stationed  as  petty  officers,  and  at  boat-exercise  they  have 
command  of  boats  or  divisions,  according  to  their  cadet  rank.. 
At  signal-exercise  they  have  charge  of  signaling  parties. 

The  course  in  seamanship  is  closed  with  a  final  review,  and 
with  the  accompanying  exercises.  The  desire  is  to  graduate 
the  cadets  as  good  topmen,  good  helmsmen,  and  good  leads 
men,  and  with  a  fair  understanding  of  the  duties  of  the  several 
officers  of  a  man-of-war.  This  knowledge,  with  the  practical, 
experience  they  get  on  ship-board  after  their  graduation,  while 
midshipmen  and  ensigns,  will  fit  them  for  the  various  duties, 
required  of  deck  and  divisional  officers. 
Cadet-engineers. 

The  cadet-engineers  study  ship-building  with  the  second 
class  and  naval  architecture  with  the  first  class,  but  have  no 
other  instruction  in  the  subjects  taught  in  this  department, 
and  they  take  no  part  in  the  practical  exercises,  except  in  the 
signal-drills. 

MODELS    AND    APPARATUS. 

Models  of  vessels. 

Antietam.—T\\t  largest  and  most  perfect  model  in  the  col 
lection  is  that  of  the  screw  sloop  of  war  Antietam.  The  origi 
nal  vessel  was  begun  at  Philadelphia  in  1864.  It  is  a  full- 
rigged  working  model,  41  feet  in  length,  with  all  sails  and  spars, 
complete — the  hull  being  represented  from  water-line  to  rail. 
The  hull  of  the  model  was  built  at  Washington,  and1  the 
spars  and  sails  made  at  Philadelphia.  The  model  was  put 
together  and  rigged  at  the  Academy  in  1872  and  1873.  It 
stands  in  the  lower  hall  of  the  department  of  seamanship.* 

*At  this  time  (June,  1876)  it  forms  a  part  of  the  naval  department 
of  the  Centennial  Exhibition,  in  the  United  States  Government  Building. 


176  THE  NAVAL  ACADEMY.  PART  II. 

Other  models  of  parts  of  the  same  vessel,  showing  the  de 
tails  of  the  interior  construction,  are  used  to  illustrate  the 
course  in  ship-building.  One  of  these,  13  feet  long,  is  a  full 
model  of  the  hull,  in  frame,  showing  timbers;  another,  of 
the  stern  of  the  vessel,  shows  the  stern-post,  dead-wood,  and 
keel;  and  a  third,  4  feet  high,  shows  four  midship-frames 
connected. 

Colorado. — Full  model,  full  sparred  and  rigged. 

Columbus. — Square  stern-frame,  showing  fashion-pieces. 

Congress. — Half-model  of  hull,  showing  diagonal  braces, 
planking,  &c.,  12  feet  long. 

Steam  frigate,  hove  down. — Full  model ;  lower  masts  se 
cured,  &c.;  tackles,  blocks,  and  purchases. 

Iroquois. — After  body  in  frame,  showing  timbers. 

Marion. — Full  model  of  hull,  shears,  masts,  &c.,  for  exer 
cising  and  masting. 

North  Carolina. — Full  model  of  hull,  full  sparred  and 
rigged. 

Omaha. — Half- model  of  hull,  showing  diagonal  braces 
and  planking,  7  feet  8  inches  long. 

Saint  Lawrence. — Full  model;   full  sparred  and  rigged. 

Half-models  of  the  hulls  of  the  following  vessels : 

Adriatic.  Barge,  (designed  by  Rear-Ad- 
Adirondack,  miral   T.    O.   Selfridge,    U. 
Alabama.  S.  N.) 
Alaska.  Barge,  (Brooklyn's.) 
Albany.  Benicia. 
Alleghany, (submerged paddle-Brig,  (12  guns.) 

wheels.)  Brooklyn. 

Amphitrite.  Central  America. 

Arizona.  Chattanooga. 

Bainbridge.  Clipper-ship. 


CHAP.  III. 


COURSE  OF  INSTRUCTION. 


177 


Columbia. 

Nantasket. 

Columbus. 

New  Hampshire. 

Congress. 

Niagara. 

Connecticut. 

Nipsic. 

Constantine. 

North  Carolina. 

Constitution. 

Nyack. 

Dale. 

Ontario. 

Delaware. 

Ossipee. 

Dolphin. 

Pawnee. 

Dunderberg. 

Peacock. 

Erie. 

Pennsylvania. 

Franklin. 

Perry. 

Florida. 

Plymouth. 

Germantown. 

Potomac. 

Great  Republic. 

Preble. 

Idaho. 

Princeton. 

Independence. 

Resaca. 

Iowa. 

Samson. 

Iroquois. 

Santee. 

luka. 

Saratoga. 

Java. 

Sassacus. 

John  Adams. 

Severn. 

Juniata. 

Shawm  ut. 

Kansas. 

Shenandoah. 

Kearsarge. 

Steam-sloops,   (designed  by 

Lancaster. 

Rear-Admiral     Selfridge, 

Launch,  (steam.) 

Chief  Naval  Constructor 

Mackinaw. 

Delano,  and  Naval  Con 

Miantonomoh. 

structor  Wilson.) 

Mississippi. 

Spark. 

Monadnock. 

Saint  Louis. 

Monitor. 

Saint  Mary's. 

Monongahela. 

Trajano. 

12 

1 7  8  THE  NA.  VA  L  ACA  DEM  Y.  PART  1 1. 

Truxtun.  Warren. 

Tuscarora.  Weehawken. 

Union.  Worcester, 

Wabash.  Wyoming,  and  several  others. 

Full  models  of  the  hulls  of  the  following: 

Amphitrite,  (with  turrets,  &c.) 

Brig,  (French  man-of-war.) 

Le  Didon,  (French  frigate.) 

Discovery. 

Iron-clads,  with  turrets,  &c. 

Life-boats. 

Powhatan,  (on  launching- ways.) 

Ville  de  Paris. 

Warren,  (after  body,  with  main  and  mizzen  masts  in.) 

The  department  is  also  provided  with  the  following  appa 
ratus  : 

Twenty-three  small  tackles,  arranged  upon  racks  or  stands, 
with  heavy  shot  attached,  to  illustrate  different  purchases, 
(now  on  exhibition  at  Philadelphia.) 

Models  of  anchors,  capstans,  masts,  &c. 

Model  of  navy-yard  shears,  with  tackle,  crab,  stays,  &c., 
4j  feet  high. 

Binnacle-stand  and  compass,  presented  by  the  Grand  Duke 
Alexis  of  Russia  in  1872. 

On  the  walls  of  the  lower  hall  are  placed  sixteen  panels, 
upon  which  are  displayed  all  the  common  knots,  splices, 
bends,  and  hitches,  and  the  various  kinds  of  rope.  The 
halls  also  contain  many  photographs  of  foreign  men-of-war, 
and  other  illustrations  of  the  various  branches  of  seamanship 
and  naval  architecture. 

II.  ORDNANCE  AND  GUNNERY. 

This  department  may  be  said  to  have  been  established  in 
1844,  when  Lieutenant  Ward  delivered  his  first  course  of  lee-' 


CHAP.  III.  COURSE  OF  INSTRUCTION.  jy9 

tures  at  the  Naval  Asylum  in  Philadelphia.  When  the  school 
was  opened  the  next  year,  at  Annapolis,  one  of  the  branches 
of  the  course  in  the  arrangement  made  by  the  Academic 
Board  was  "  Ordnance,  gunnery,  and  the  use  of  steam." 
This  group  of  studies  was  arranged  with  special  reference  to 
the  attainments  of  the  officer  who  was  to  teach  them.  Pro 
fessor  Lockwood,  whose  West  Point  experience  specially 
qualified  him  for  the  work,  took  charge  of  the  infantry-drill. 
He  also  gave  some  instruction  in  pyrotechny. 

When  Lieutenant  Ward  was  ordered  to  sea,  in  1847,  Lieut. 
John  A.  Dahlgren  took  his  place.  But  the  war  was  then 
hardly  over,  and  Dahlgren's  services  were  required  for  ord 
nance  duty;  so  that  he  remained  only  a  short  time.  After 
he  left,  Professor  Lockwood  took  charge  of  the  instruction  in 
gunnery,  in  addition  to  astronomy  and  mechanics.  He  suc 
ceeded  so  well  that  on  the  re-organization,  in  1850,  he  was 
made  head  of  the  new  department  of  gunnery  and  infantry 
tactics.  He  held  the  position  till  1857,  when  the  subject  of 
the  theory  of  gunnery  was  placed  under  the  supervision  of 
the  commandant  of  midshipmen,  and  taught  by  Lieut.  Edward 
Simpson.  Professor  Lockwood  retained  the  field-artillery  and 
infantry-tactics. 

Exercises  in  great-guns  began  April  4, 1846,  with  the  battery 
left  at  Fort  Severn  by  the  Army.  Exercises  in  field-artillery 
were  introduced  in  February,  1848,  two  6-pounder  brass  guns 
having  been  procured  from  the  Army  for  that  purpose;  other 
pieces  were  afterward  obtained. 

In  1851  Jeffers's  Theory  and  Practice  of  Naval  Gunnery 
was  used  for  a  short  time,  but  in  1852  Ward's  book  was  re 
stored,  and,  accompanied  by  lectures  and  a  small  pamphlet 
on  great-guns  by  Professor  Lockwood,  it  constituted  the 
course  of  instruction.  Two  Navy  howitzers,  i2-pounders, 
were  at  this  time  procured,  and  took  the  place  of  the  old 


1 8 o  THE  NA  VA L  ACA DEM Y.  PART  I T . 

6-poimder  Army  guns.  The  Ordnance  Instructions,  issued 
by  the  Navy  Department,  came  out  in  1852.  It  was  imme 
diately  adopted  as  a  text-book,  and  has  been  taught  since  that 
time. 

In  1854  the  text-books  in  this  department  were  as  follows:' 
Ordnance  Instructions,  United  States  Navy,  taught  by  Lieut. 
J.  P.  Greene ;  Mordecai's  Notes  on  Gunpowder ;  Jeffers's 
Theory  and  Practice  of  Naval  Gunnery;  Dahlgren's  Boat- 
guns  and  Percussion  System;  Le  Page's  Theorie  du  Pointage- 
Lockwood's  Small-Arms. 

In  1859,  Simpson's  Ordnance  and  Naval  Gunnery  and  the 
Ordnance  Instructions  were  the  principal  text-books.  A 
translation  of  Le  Page,  also  by  Lieutenant  Simpson,  was 
used  until  the  publication  of  an  enlarged  edition  of  the  Ord 
nance  and  Naval  Gunnery,  in  1862. 

Soon  after  Professor  Lockwood  was  assigned  to  the  Army, 
in  October,  1861,*  Master  Joseph  D.  Marvin  took  his  place  as 

*  Professor  Lockwood  was  a  graduate  of  West  Point,  of  the  class  of 
1836.  In  i836-'37  he  served  in  Florida  against  the  Seminole  Indians. 
He  resigned  his  commission  as  second  lieutenant  in  the  Second  Artillery 
September  12,  1837.  In  1841  he  was  appointed  professor  of  mathe 
matics  in  the  Navy,  and  he  was  on  duty  at  the  Naval  Academy  from  its 
foundation  till  1870,  except  during  the  rebellion,  when  he  was  engaged 
in  active  service.  He  was  commissioned  colonel  of  the  First  Delaware 
Volunteers  May  25,  1861,  and  brigadier-general  of  United  States  Vol 
unteers  August  8,  1 86 1.  In  November  of  that  year  he  went  in  com 
mand  of  an  expedition  to  the  eastern  shore  of  Virginia,  and  remained  in 
command  there  until  January,  1863  j  in  command  at  Point  Lookout,  and 
the  defences  of  the  Lower  Potomac,  January  to  June,  1863;  in  the 
Pennsylvania  campaign,  (Army  of  the  Potomac,)  July,  1863,  being  en 
gaged  in  the  battle  of  Gettysburg,  July  1-3,  1863  ;  in  command  of 
Harper's  Ferry,  Va.,  July  to  October,  1863,  and  of  Middle  Department, 
headquarters  at  Baltimore,  Mel.,  December,  1863,  to  April,  1864;  in  the 
Richmond  campaign  (Army  of  the  Potomac)  May  to  June,  1864,  partici 
pating  in  the  actions  near  Hanover  Court-House,  Va.,  May  30  to  June 
i,  1864;  in  command  of  provisional  troops  for  the  defence  of  Baltimore* 


CHAP.  III.  COURSE  OF  INSTRUCTION.  jgi 

instructor  in  infantry-tactics.  He  performed  this  duty  till 
1864,  at  which  time  he  again  became  engaged  in  active 
service.  He  was  relieved  bj>  Lieutenant-Commander  A. 
P.  Cooke.  In  the  spring  of  1862,  Lieut.  S.  B.  Luce  re 
stored  the  artillery-drill,  which  had  been  dropped  in  Pro 
fessor  Lockwood's  absence.  In  the  fall  of  the  same  year 
Lieutenant-Commander  E.  O.  Matthews  relieved  Lieuten 
ant-Commander  Simpson,  in  charge  of  the  department. 
He  also  continued  the  artillery-drill.  Two  batteries  of 
heavy  i2-pounder  howitzers  were  used  in  this  drill.  At  the 
same  time  the  great-gun  drill  was  conducted  on  board  the 
sloop  Macedonian,  and  target-practice  from  a  small  battery 
on  Goat  Island.  The  subject  of  field  fortifications  was  intro 
duced  in  the  spring  of  1861,  to  give  the  midshipmen  a  suffi 
cient  knowledge  of  intrenchments  to  enable  them  to  protect 
themselves  in  case  of  being  sent  on  shore  with  a  body  of  men 
in  an  enemy's  country.  In  November,  1865,  the  instruction 
in  infantry-tactics  was  transferred  to  the  department  of  ord 
nance  and  gunnery,  as  field-artillery  had  been  in  October, 
1862. 

Down  to  1875  the  commandant  of  midshipmen  was  head 
of  the  department  of  gunnery  as  well  as  of  seamanship,  in 
addition  to  his  other, duties.  In  that  year  the  change  was 
made,  already  described  under  the  department  of  seamanship, 
which  put  the  heads  of  both  departments  on  a  separate  footing. 

PRESENT    COURSE. 

ALL  CLASSES. — Practical  exercises  four  hours  a  week  dur 
ing  the  year  as  follows : 
Infantry -drill. 

against  the  rebel  raid  under  General  Early,  1864,  and  of  brigade  at  Bal 
timore,  Md.,  July,  1864,  to  August,  1865.  General  Lockwood  was 
mustered  out  of  service  August  24,  1865,  and  returned  to  his  duties  at  the 
Naval  Academy.  (Cullum,  Biographical  Register  United  States  Military 
Academy,  volume  I.) 


1 82  THE  NAVAL  ACADEMY.  PART  II. 

Field-artillery  and  boat-howitzer  exercise. 

Great-guns. — Exercises  and  target-practice  on  board  the 
United  States  ship  Santee.  t 

Fencing.— Exercises  with  small-swords  and  broadswords. 

SECOND  CLASS. — One  hour  a  week,  first  term;  two  hours  a 
week,  second  term. 

Infantry-tactics. —  Organization  and  formation  of  squad^ 
company,  and  battalion;  school  of  the  soldier;  company  and 
battalion  drill,  including  instructions  for  skirmishers  and  the 
bayonet-exercise.  Text-book :  United  States  Infantry-Tac 
tics. 

Gunnery. — Practical  naval  gunnery,  as  laid  down  in  the 
Ordnance  and  Gunnery  Instructions  for  the  United  States 
Navy. 

FIRST  CLASS. — Two  hours  a  week,  first  term ;  three  hours  a 
week,  second  term. 

Ordnance  and  armor. — Preparation  of  gun-iron  from  crude 
ore,  including  the  description  and  use  of  furnaces;  manufac 
ture  of  wrought  iron,  steel,  and  bronze ;  fabrication  of  guns 
of  all  descriptions;  manufacture  of  gunpowder  and  fuses,  and 
of  all  kinds  of  projectiles  and  fireworks. 

Theory  of  gunnery. — Motion  of  projectiles  in  Tacuo  and  ia 
the  atmosphere;  initial,  remaining,  an^l  final  velocities,  and 
the  methods  of  determining  their  values ;  the  effects  of  varia 
tions  of  charge,  windage,  and  weight  of  projectiles;  deviation 
of  projectiles;  systems  of  pointing;  tangent-sights,  and  de 
termination  of  their  values;  penetration  and  shock  of  pro 
jectiles,  and  recoil  of  guns.  The  text-books  in  this  course 
are  Commander  A.  P.  Cooke's*  Naval  Ordnance  and  Gun 
nery;  Ordnance  Instructions,  United  States  Navy;  Gunnery 
Instructions,  United  States  Navy. 

*  Formerly  head  of  the  department  of  ordnance  and  gunnery  at  the 
Naval  Academy.  *, 


CHAP.  III.  COURSE  OF  INSTRUCTION.  ^3 

Mortar-practice. — The  class  have  field-lectures  and  practice 
with  the  mortar  at  intervals  during  the  second  term,  in  the 
course  of  which  they  load  and  fire,  weigh  out  the  charges, 
fill  shells,  and  cut  fuses. 

Monitor-practice. — The  monitor  is  put  under  steam,  and  the 
class  are  exercised  in  working  the  machinery  of  the  guns  and 
turret. 

Target-practice  with  the  rifle,  at  long  and  short  ranges, 
frequently  during  the  first  class  year. 

Cadet-engineers. 

The  cadet-engineers  attend  the  drills  with  great-guns  and 
in  infantry-tactics,  field-artillery,  and  fencing,  but  have  no 
other  instruction  in  this  department. 

MODELS    AND    APPARATUS. 

For  great-gun  drill  on  board  the  gunnery-ship  Santee: 
24  new-pattern  VHI-inch  guns,  on  iron  carriages,  on  the  gun- 
deck. 

24  new-pattern  32-pounders,  on  iron  carriages,  on  the  spar- 
deck. 

For  light-artillery  drill: 
24  light  i2-pounder  howitzers. 
4  new  3-inch  breech-loading  rifled  howitzers. 
6  launches. 

For  infantry- drill : 
490  Remington  rifles,  Navy  pattern. 

For  mortar-practice : 
i  XHI-inch  mortar,  mounted  near  the  .sea-wall. 

Models  of  all  the  different  great-guns  at  present  used  on 
shipboard,  with  both  wooden  and  iron  carnages. 

Models  of  all  the  different  howitzers  at  present  used  in  the 
Navy,  with  boat  and  field  carriages. 


1 84  THE  NA  VA  L  ACA  DEM  Y.  PART  1 1 . 

Full-size  wooden  model  of  new  pattern  32-pounder,  on  iron 
carriage,  for  using  inspecting-instruments. 

One  Catling  gun,  with  equipments  complete. 

Model  of  a  section  of  a  mortar-schooner,  with  mortar  and 
equipments  complete;  the  model  showing  the  construction 
of  the  vessel. 

Model  of  a  ship's  magazine,  with  all  the  equipments  com 
plete. 

Models  of  fortifications. 

Model  of  flask,  core,  &c.,  used  in  casting  guns  upon  the 
Rodman  plan. 

Model  illustrating  the  Navy  process  of  casting  shells. 

Presses  and  implements  for  the  manufacture  of  the  Navy 
time-fuse  and  Bormann  fuse. 

Rodman's  testing-machine,  capacity  100,000  Ibs. 

Rocket  and  port-fire  molds. 

Inspecting-instruments  for  guns,  powder,  shot,  and  shells. 

Schultz's  electro-chronoscope. 

Set  of  tools  for  making  cannon-primers. 

Beardsley's  magneto-electric  torpedo-machine. 

.Wheatstone's  magneto-electric  torpedo-machine,  (presented 
by  Commander  T.  O.  Selfridge.) 

Samples  of  powder  and  of  the  ingredients  used  in  its  man 
ufacture. 

Samples  of  fuses. 

Samples  of  primers. 

Samples  of  shot  and  shell. 

Samples  of  torpedoes. 

Samples  of  no  different  kinds  of  small-arms,  including, 
among  others,  the  needle-gun,  Snyder,  Werner,  Chassepot, 
Vincennes,  Jaeger,  Enfield,  Martini-Henry,  and  other  rifles ; 
Bavarian,  Belgian,  Austrian,  French,  and  Spanish  rifles;  Rem 
ington,  Ward  and  Burton,  Spencer,  and  Sharp  breech-loaders;* 


CHAP.  III.  COURSE  OF  INSTRUCTION. 


'85 


and  many  others,  including  rifles,  muske.ts,  carbines,  pistols, 
and  revolvers  of  various  make  and  pattern. 

Samples  of  33  kinds  of  metallic  ammunition,  (presented  by 
Commander  D.  L.  Braine.) 

Drawings  of  electro-chronoscope  and  electro-ballistic  pen 
dulum,  by  Commander  Montgomery  Sicard. 

Drawings  of  Bloomfield  furnace. 

Drawings  of  gun-foundery  furnace. 

Drawings  of  projectiles  used  in  the  campaign  of  1864. 

Densimeter. 

Photographs  of  breech-loading  small-arms  and  their  parts 
in  use  in  the  United  States. 

Photographs  illustrating  the  manufacture  of  Krupp  guns. 

III.  MATHEMATICS. 

This  department,  at  its  organization  in  1850,  included  the 
following  subjects:  Arithmetic,  algebra,  geometry,  trigonom 
etry,  descriptive  geometry,  analytical  geometry,  the  differen 
tial  and  integral  calculus,  astronomy,  navigation,  and  sur 
veying. 

These  subjects  were  distributed  over  four  years,  the  first 
year  being  devoted  mainly  to  arithmetic  and  algebra,  and 
the  second  to  geometry,  trigonometry,  and  descriptive  geom 
etry.  Analytical  geometry,  the  calculus,  and  astronomy  were 
taught  in  the  third  year,  and  navigation  and  surveying  in  the 
fourth.  In  1853  the  three  subjects  last  mentioned  were 
assigned  to  a  new  department. 

The  course  in  the  calculus  was  short,  and  was  only  required 
of  the  higher  portion  of  the  class.  From  1858  to  1870  de 
scriptive  geometry  was  omitted  by  the  lower  sections  of  the 
class,  and  from  1866  to  1870  little  attention  was  paid  to 
analytical  geometry.  With  these  exceptions,  the  course  re 
mained  substantially  the  same,  only  such  changes  being  made 


i86  THE  NAVAL  ACADEMY.  PART  II. 

from  time  to  time  as  were  required  by  the  introduction  of 
new  text-books.  In  1871,  under  a  new  arrangement  of 
studies,  arithmetic  was  discontinued  and  the  calculus  was 
transferred  to  the  department  of  physics  and  chemistry,  to 
be  taught  in  connection  with  mechanics. 

PRESENT    COURSE. 

Cadet-midshipmen  and  cadet-engineers. 

FOURTH  CLASS. — Six  hours  a  week;  algebra  and  geometry. 
THIRD  CLASS. — Six  hours  a  week ;  trigonometry,  analytical- 
geometry,  and  descriptive  geometry. 

ELECTIVE    COURSES. 

In  addition  to  the  required  studies  of  the  course,  two  elect 
ive  courses,  established  in  1875,  are  now  open  to  those 
cadets  who  display  marked  ability  in  mathematics.  During 
the  year  just  ended  the  course  has  been  as  follows : 

FOURTH  CLASS. — The  theory  of  equations,  and  curve- 
tracing. 

THIRD  CLASS. — The  elements  of  the  differential  and  inte 
gral  calculus. 

All  the  members  of  a  class  now  pursue  nearly  the  same 
studies  in  the  required  course,  a  few  of  the  more  difficult  sub 
jects  only  being  omitted  by  the  lower  sections.  Written  ex 
aminations  are  held  either  once  or  twice  a  month,  and  each 
instructor  aims  to  prepare  his  section  for  the  coming  exami 
nation.  Written  examinations  were  first  introduced  in  1865, 
and  were  then  held  twice  a  year;  previously  to  that  time,  ex 
aminations  had  been  oral.  The  system  of  monthly  examina 
tions  has  been  in  use  since  1871. 

In  descriptive  geometry  the  elements  of  the  subject  are 
taught  by  recitations  from  a  text-book,  in  addition  to  which,  £, 


CHAP.  III.  COURSE  OF  INSTRUCTION.  jg; 

period  of  two  hours  a  week  during  the  year  is  taken  for  prac 
tical  geometrical  drawing.  Original  problems  in  descriptive 
geometry  are  given  each  week,  and  each  cadet  is  required  to 
solve  them  accurately. 

The  drawing-room  used  is  conveniently  arranged,  and  has 
accommodations  for  one  hundred  students.  No  models  have 
as  yet  been  provided. 

The  requirements  in  mathematics  for  admission  to  the  Acad 
emy  have  hitherto  been  below  what  would  seem  to  be  neces 
sary  as  a  preparation  for  the  course  of  the  first  year.  From 
1850  to  1863  candidates  were  required  to  "perform  with 
accuracy  the  various  operations  in  the  primary  rules  of  arith 
metic,  viz:  numeration,  addition,  subtraction,  multiplication,, 
and  division  of  whole  numbers."  In  1863  this  regulation 
was  changed  to  include  "vulgar  and  decimal  fractions  and 
the  rule  of  three."  After  1871  the  examinations  included 
operations  upon  denominate  numbers;  and  by  the  present 
regulations,  which  take  effect  this  year,  the  examinations  in 
clude  percentage,  interest  and  discount,  and  the  extraction 
of  square  and  cube  roots. 

IV.  STEAM-ENGINEERING. 

Instruction  in  the  applications  of  steam  to  machinery  was 
first  given  in  lectures  by  Lieutenant  Ward,  who  was  after 
ward  known  as  the  author  of  a  popular  treatise  on  steam. 
The  subject  was  at  that  time  one  of  the  branches  of  the  de 
partment  of  gunnery.  After  Ward  left  the  school  the  branch 
was  joined  with  chemistry,  but  little  attention  was  paid  to  it. 
In  1850  it  was  put  into  the  new  department  of  natural  phi 
losophy.  The  text-books  were  very  simple — Ward's  lec 
tures,  printed  after  he  left  the  school,  and  a  chapter  or  two 
in  Miiller's  Physics.  Later,  Main  and  Brown  on  the  Marine 
Engine  became  the  text-book.  The  equipment  of  models 


•j88  THE  NAVAL  ACADEMY.  PART  II. 


and  apparatus  was  very  meagre.  A  small  beam-engine,  with 
boilers,  together  with  sectional  and  working  models  of  a 
beam-engine,  was  used  for  practical  instruction. 

In  1865  Chief  Engineer  W.  W,  W.  Wood  was  ordered  to  the 
Academy,  and  a  new  department,  that  of  steam-engineering, 
{or  enginery,  as  it  was  at  first  called,)  was  established.  The 
building  now  used  by  the  department  was  erected  in  the 
summer  of  1866,  and  during  the  next  few  years  a  collection 
of  models  and  apparatus  for  practical  instruction  was  pro 
vided,  which  is  now  one  of  the  most  complete  in  the  Acad 
emy,  and  for  its  purpose  probably  the  most  complete  in  the 
country.  In  the  main  hall  is  a  pair  of  marine  engines  of  600 
indicated  horse-power,  complete,  with  boilers,  propeller,  and 
all  the  auxiliary  machinery  commonly  found  on  board  vessels 
of  war.  The  boilers,  four  in  number,  such  as  are  employed 
in  small  corvettes,  are  placed  in  a  wing  in  the  rear  of  the  main 
hall.  Two  of  them  are  used  to  generate  steam  to  supply  the 
engine,  and  two  are  kept  open  and  can  be  lighted  within  by 
gas-jets,  so  that  the  student  may  see  the  whole  interior  con 
struction,  and  learn  exactly  how  the  braces,  stay-bolts,  &c., 
are  arranged  and  secured.  The  space  above  the  engine  is 
surrounded  by  a  broad  and  well-lighted  gallery,  and  the 
•whole  machinery  may  be  seen  at  a  glance. 

The  wings  at  the  sides  of  the  main  building  are  arranged 
for  offices  and  workshops,  for  practical  instruction  in  the  art 
of  the  machinist,  the  pattern-maker,  the  smith,  the  boiler- 
maker,  and  the  molder.  The  workshops  contain  a  well- 
selected  collection  of  machine  and  other  modern  tools. 

The  building  also  contains  recitation-rooms,  a  room  fitted 
for  practice  in  mechanical  drawing,  and  a  spacious  model- 
room.  The  apparatus  in  the  latter  consists  of  illustrations  of 
the  details  of  steam  machinery ;  of  methods  of  construction ; 
of  fractures  and  other  injuries  to  machinery;  and  of  engineer- 


CHAP.  III.  COURSE  OF  INSTRUCTION.  189 

ing  implements  of  all  kinds.  Among  these  are  models  of  boil 
ers  of  different  kinds ;  propellers;  steam  and  vacuum  gauges;, 
air-pumps;  feed-pumps;  a  complete  set  of  drawings  in  oil,  upon 
wood,  of  the  monitor  class  of  iron-clad  vessels ;  working  models* 
of  slide-valves,  showing  their  operation  and  adjustment;, 
and  many  similar  pieces  of  engineering  apparatus.  Cadets 
have  frequent  access  to  the  whole  collection,  and  are  exer 
cised  in  the  management  of  the  large  engines  under  steam,, 
and  in  overhauling  and  taking  them  apart,  and  putting  the 
parts  together  anew.  In  these  exercises  the  methods  used 
follow  the  practice  of  the  naval  service,  at  sea  and  in  port. 
Both  the  cadet-midshipmen  and  cadet-engineers  take  part 
in  them,  but  the  instruction  in  hand-work  and  in  the  use 
of  machine-tools  is  given  chiefly  to  the  cadet-engineers. 
The  latter  get  a  good  knowledge  of  all  the  mechanical  oper 
ations  which  underlie  the  practice  of  steam-engineering. 
The  cadets  have  a  theoretical  course  in  addition  to  the  exer 
cises. 

PRESENT    COURSE. 

Cadet-midshipmen. 

FIRST  CLASS. — Three  hours  a  week.  This  time  is  devoted 
to  giving  the  class  a  general  knowledge  of  the  varieties  of 
marine  engines,  of  the  principles  governing  their  care  and 
management,  and  of  the  methods  of  determining  the  quality 
of  engine  performances. 

Cadet-engineers. 

FOURTH  CLASS. — Two  hours  a 'week.  Mechanical  draw 
ing. 

THIRD  CLASS. — Two  hours  a  week,  first  term.  Mechani 
cal  drawing. 

SECOND  CLASS. — Five  hours  a  week.     Mechanical  draw- 


190 


THE  NA  VAL  ACADEMY.  PART  II. 


ing,  one  hour;  fabrication  of  machinery,  two  hours;  ma 
rine  engines,  two  hours. 

FIRST  CLASS. — Seven  hours  a  week.  Mechanical  drawing, 
three  hours ;  fabrication  of  machinery,  two  hours  ;  designing 
of  machinery  and  marine  engines,  two  hours. 

Text-books  of  cadet-engi?iee?-s.  —  Bourne's  Handbook  of  the 
Steam-Engine ;  Warren's  Elements  of  Mechanical  Drawing; 
Rankine's  Steam-Engine  and  other  Prime  Movers. 

It  will  be  seen  that  the  cadet-engineers  have  a  much  more 
extended  course  in  these  branches  than  the  cadet-midship 
men.  In  addition  to  the  theoretical  course,  the  cadet- 
engineers  have  more  frequent  practice  with  the  engines,  tak 
ing  these  exercises  whenever  the  cadet-midshipmen  have  ex 
ercises  in  seamanship,  great-guns,  or  boat-howitzers. 

The  instruction  received  by  the  cadet-engineers  during  the 
practice-cruise  is  spoken  of  in  another  place.  It  is  given  by 
assistants  in  the  department  of  steam-engineering  detailed  for 
the  duty. 

V.  ASTRONOMY  AND  NAVIGATION. 

From  1845  to  1853  astronomy  and  navigation  were  a  part 
of  the  course  in  the  department  of  mathematics,  and  were 
taught  by  Professor  Chauvenet,  except  during  1848  and  1849 
when  Professor  Lockwood  took  astronomy.  In  October^ 
1853,  a  separate  department  of  astronomy  and  navigation 
was  created,  with  Professor  Chauvenet  at  the  head.  Pro 
fessor  Coffin  succeeded  him  as  head  of  mathematics.  When 
Chauvenet  resigned,  in  1859,  Coffin  became  professor  of 
astronomy  and  navigation;  and  from  1861  to  1864,  owing  to 
the  difficulty  of  obtaining  suitable  men,  he  took  charge  of 
both  departments.  In  1865,  Commander  Robert  L.  Phyth- 
ian  succeeded  him  in  astronomy  and  navigation ;  and  since 
that  time  the  department  has  been  in  charge  of  line  offi 
cers  of  the  Navy. 


CHAP.  III.  COURSE  OF  INSTRUCTION.  19  r 

PRESENT    COURSE. 

Cadet-midshipmen . 

SECOND  CLASS. — Three  hours  a  week  during  the  first  term. 
Astronomy. — Descriptive  and  practical  astronomy,  in 
eluding  the  use  of  instruments,  especially  those  for  determin 
ing  terrestrial  latitudes  and  longitudes.  The  text-book  is 
Professor  Charles  J.  White's*  Elements  of  Astronomy. 

FIRST  CLASS. — Practice-cruise,  three  months.  Navigation 
and  surveying,  four  hours  a  week  throughout  the  year. 

Practice-cruise. — Practical  instruction  is  given  to  the  first 
class  in  navigation  four  days  in  each  week.  The  ship's 
position  is  fixed  by  observations  of  the  sun,  planets,  and 
stars,  made  by  cadets,  with  the  sextants.  During  the  last 
cruise,  in  addition  to  the  usual  keeping  of  dead-reckoning 
and  the  time  and  latitude  sights,  the  class  constructed  Mer- 
cator's  charts,  projected  the  coast-line  and  islands  near  the 
cruising-ground,  and  made  sketches  of  prominent  headlands 
on  different  bearings. 

Navigation  and  surveying. — Theoretical  navigation  is  taught 
from  Prof.  J.  H.  C.  Coffin's  Navigation,  in  connection  with 
Bowditch's  Navigator.  The  theory  is  supplemented  by 
constant  practice  in  working  out  original  examples,  both  in 
and  out  of  the  section-room.  The  cadets  are  also  taught  the 
duties  of  the  navigating  officer,  and  the  use  of  the  sextant  and 
other  navigating  instruments.  This  course  occupies  the  first 
term. 

The  second  term,  comprising  seventy-two  periods,  is  di 
vided  as  follows : 

The  deviation  of  the  compass, t  with  examples,  sixteen 
hours.  The  text-book  used  is  Merrifield's  Magnetism  and 
Deviation  of  the  Compass. 

*  Formerly  assistant  professor  of  astronomy  at  the  Naval  Academy, 
t  Introduced  in  1875. 


I92  THE  NAVAL  ACADEMY.  PART  II. 

The  construction  of  charts  on  polyconic  projections,*  eight 
hours. 

Surveying,  forty  hours.  This  branch  is  taught  by  practi 
cal  exercises,  consisting  of  surveys  of  the  mouth  of  the  Sev 
ern  River,  and  the  projection  of  charts.  Jeffers's  Nautical 
Surveying  is  used  as  a  book  of  reference. 

Solution  of  original  problems  in  navigation,  forty-four 
hours. 

Field-practice  with  the  sextant,  twenty-eight  hours. 

Cadet-engineers. 

The  first  class  of  cadet-engineers  take  a  special  course  in 
astronomy. 

The  great  aim  of  the  department  being  to  prepare  gradu 
ates  to  become,  first,  trustworthy  navigators,  and,  secondly, 
competent  surveyors,  little  time  can  be  given  to  practice  in 
the  use  of  either  the  permanent  or  portable  instruments  of  the 
observatory.  During  the  past  year  five  members  of  the  sec 
ond  class  have  devoted  a  portion  of  their  recreation-hours  to 
observations  with  the  meridian  circle  and  portable  transit 
and  zenith  telescope.  It  is  hoped,  by  an  elective  course,  to 
be  able  to  advance  in  this  direction  without  any  bad  effect  on 
the  course  in  navigation. 

APPARATUS. 

The  observatory,  which  is  in  charge  of  this  department,  is- 
supplied  with  the  following  instruments  : 
i  equatorial  telescope,  made  by  Alvan  Clark  &  Sons,  Bos 
ton;  object-glass,  73^  inches  clear  aperture,  9^  feet  focal 
length,  with  three  positive  eye-pieces,  three  negative  eye 
pieces,  one  filar  micrometer,  and  a  driving-clock.     Sup 
ported  on   a  brick'  pier  on  an  iron  frame,  and  provided 
with  revolving  turret. 

*  Introduced  in  1875. 


CHAP.  III.  COURSE  OF  INSTRUCTION.  I93 

i  meridian  circle,  by  Repsold  of  Hamburg,  mounted  on 
stone  piers;  object-glass,  4  inches  aperture,  4  feet  focal 
length;  circles  30  inches  diameter.  Provided  with  four 
reading  microscopes;  one  micrometer,  with  movable 
threads,  for  measuring  difference  of  declinations;  three 
eye-pieces ;  mercurial  collimator,  levels,  reversing-car, 
and  observing-couch. 

i  sidereal  clock,  by  Arnold  &  Frodsham,  London,  with  a 
chronograph,  of  the  Morse  register  type. 

6  chronometers,  (two  sidereal,  four  mean  time.) 

i  portable  equatorial,  by  Plosel;  clear  aperture  3  inches, 
focal  length  3  feet. 

i  portable  transit  and  zenith  telescope  combined,  by  Stack - 
pole,  (lent  from  Washington  Observatory ;)  focal  length 
28  inches,  object-glass  2^  inches. 

i  portable  transit,  by  Wurdeman;  focal  length  26  inches, 
object-glass  2  inches. 

i  zenith  telescope,  by  Wurdeman ;  focal  length  33   inches, 

object-glass  3  inches. 
(The  last  three  instruments  are  conveniently  mounted  on 

three  piers  of  stone,  placed  in  the  meridian,  7  feet  from  each 

other.) 

i  universal  instrument,  by  Ertel ;  circles  8*4  inches. 

i  theodolite,  by  Wurdeman;  8-inch  limb,  telescope  16 
inches. 

4  surveyor's  transits. 

i  level  and  staff. 

4  reflecting  circles. 
.80  sextants. 

34  artificial  horizons. 

5  azimuth-compasses. 
20  comparing- watches, 
i  plane-table. 

13 


1 94  THE  NAVAL  ACADEMY.  PART  II. 

VI. — PHYSICS  AND  CHEMISTRY. 

The  course  in  natural  philosophy,  begun  in  1845,  under 
Professor  Lockwood,  included  mechanics,  optics,  electricity, 
and  magnetism;  but,  owing  to  the  scanty  preparation  of 
even  the  senior,  class,  the  professor  was  able  to  teach  little 
beside  mechanics.  Peschel's  Physics  was  used  as  the  text 
book.  At  the  same  time  chemistry  was  taught  by  Surgeon  J. 
A.  Lockwood.  The  junior  class  attended  lectures  in  this 
branch,  and  the  seniors  had  lectures  and  recitations. 

In  1864  Olmstead's  Natural  Philosophy  was  substituted 
for  Peschel,  and  it  was  kept  in  use  till  the  four  years'  course 
was  established,  in  1850.  Up  to  this  time  the  school  had  no 
philosophical  apparatus  worthy  of  notice. 

In  1850  the  department  of  natural  and  experimental  phi 
losophy,  including  chemistry,  was  fully  established,  and  Prof. 
W.  F.  Hopkins  took  the  place  of  Professor  Lockwood,  the 
latter  taking  charge  of  the  new  department  of  gunnery  and 
infantry  tactics.  The  course  in  natural  philosophy  was  con 
fined  to  the  two  upper  classes.  The  second  class  had  three 
recitations  a  week  throughout  the  year  in  chemistry  and  elec 
tricity,  and  daily  recitations  in  mechanics  during  the  second 
term.  The  first  class  also  had  three  hours  throughout  the 
year,  studying  optics  and  heat.  Geology  and  mineralogy  were 
included  in  the  course,  but  no  record  remains  of  the  nature 
of  the  instruction.  The  use  of  steam  was  taught  from  Main 
and  Brown's  text-book  on  the  marine  engine. 

In  1854  the  course  in  mechanics  was  improved  by  the  in 
troduction  of  Bartlett's  Elements  of  Mechanics  in  place  of 
Peschel.  At  the  same  time  Lardner's  course  in  physics  was 
adopted  for  the  first  class. 

In   1860  Prof.  A.  W.  Smith*  was  appointed  head   of  the 

*  Rev.  Augustus  William  Smith,  LL.  D.,  was  born  in  Herkimer  County, 
New  York,  May  12,  1802 ;  died  at  Annapolis,  Md.,  of  pneumonia,  March 


CHAP.  III.  COURSE  OF  INSTRUCTION.  I95 

department.  During  his  administration,  and  that  of  Professor 
Lockwood,  who  resumed  the  position  at  the  death  of  Pro 
fessor  Smith,  in  1866,  many  improvements  were  made,  both 
in  the  outfit  of  the  department  and  in  methods  of  instruction. 
Smith's  Mechanics  was  adopted  as  the  text-book  of  the  sec 
ond  class,  and  Silliman's  Physics  for  the  first  class.  From 
1868  until  the  re-arrangement  of  the  course  in  1875,  Ganot's 
Physics  was  used  instead  of  Silliman's. 

In  1869  Lieutenant-Commander  (now  Commander)  W.  T. 
Sampson  succeeded  Professor  Lockwood,  and  since  that  time 
the  department  has  been  in  charge  of  naval  officers.  In  1871 
the  name  of  the  department  was  changed  to  "physics  and 
chemistry,"  and  the  calculus  was  transferred  to  it.  This 
branch  was  taught  mainly  by  lectures,  and  with  reference  to 
its  applications  to  mechanics.  The  growing  importance  of 

26,  1866.  His  early  years  were  passed  on  a  farm,  but,  having  a  strong 
desire  to  acquire  an  education,  he  attended  the  academies  of  his  native 
county  and  qualified  himself  to  teach,  and  thus  acquired  the  means  to 
prosecute  his  studies.  He  graduated  at  Hamilton  College,  Clinton,  in 
1826,  and  had  been  for  a  year  previous  one  of  the  teachers  in  the  Oneida 
Conference  Seminary,  at  Cazenovia,  where  he  continued  till  1831,  being 
the  principal  of  the  seminary  from  1828  to  1831.  In  the  latter  year  he 
was  chosen  professor  of  mathematics  in  Wesleyan  University,  at  Middle- 
town,  Conn.,  and  continued  in  that  chair  till  1851 — twenty  years — when 
he  was  chosen  president  of  the  university.  His  retiring  disposition  had 
made  him  very  unwilling  to  assume  or  retain  the  presidency  of  the  uni 
versity,  and  after  eight  years  of  service  he  resigned  the  office  in  1859, 
when  he  was  appointed  professor  of  natural  philosophy  in  the  Naval 
Academy.  He  remained  in  this  position  till  his  death.  He  was  an  ex 
cellent  mathematician  and  thoroughly  familiar  with  all  the  applications 
of  mathematics  to  science,  and  in  his  field  of  research  had  few  superiors. 
His  administration  of  the  affairs  of  the  Wesleyan  University  was  charac 
terized  by  great  discretion  and  sound  judgment.  He  had  published  sev 
eral  valuable  text-books.  He  received  the  honorary  degree  of  LL.  D. 
from  Hamilton  College  in  1850.  (See  Appleton's  Annual  Cyclopedia, 
1866.) 


196 


THE  NAVAL  ACADEMY.  PART  II. 


the  subject,  and  the  increased  necessity  of  its  frequent  appli 
cation  in  the  solution  of  problems  in  other  scientific  and  pro 
fessional  branches,  have  made  it  advisable  to  create  a  new 
department  of  mechanics  and  applied  mathematics,  to  in 
clude  the  subject  of  calculus.  The  department  was  accord 
ingly  organized  in  March  last,  in  charge  of  Prof.  J.  M.  Rice.* 

PRESENT    COURSE. 

Cadet-midshipmen  and  Cadet-engineers. 

THIRD  CLASS. — Three  hours  a  week.  First  term,  physics  ; 
second  term,  chemistry. 

When  the  course  was  re-arranged  in  1875,  the  study  of  ele 
mentary  physics  was  introduced  in  the  third  class.  Up  to  this 
time  it  had  been  confined  to  the  two  upper  classes.  In  the 
new  course  Balfour  Stewart's  Physics  was  adopted  as  a  text 
book.  By  thus  taking  a  brief  and  comprehensive  view  of 
all  branches  of  physics,  the  student  early  gets  a  clear  idea  of 
the  leading  facts  and  principles,  and,  what  is  not  less  impor 
tant,  of  the  relations  between  the  forces  with  which  he  has 
to  deal.  Half  the  year  is  given  to  this  elementary  course, 
the  other  half  to  chemistry.  The  latter  subject  is  deemed  of 
special  importance,  not  only  as  being  an  essential  part  of  a 
liberal  education,  but  as  having  a  direct  practical  application 
in  the  service.  Its  importance  to  the  naval  officer  is  readily 
illustrated  by  the  improvements  which  have  been  made  in 
the  art  of  war  by  the  introduction  of  gun-cotton  and  nitro 
glycerine,  the  picrate  and  chlorate  powders,  and  their  various 
applications  in  torpedoes  and  otherwise,  for  use  in  military 
operations.  These  improvements  in  military  science  have 
begun  and  ended  in  the  chemist's  laboratory;  and  it  follows, 
as  a  necessary  consequence,  that  scientific  attainments  are 

*  See  page  201. 


CHAP.  III.  COURSE  OF  INSTRUCTION.  197 

among  the  most  important  of  professional  qualifications. 
Moreover,  a  naval  officer  is  constantly  in  the  line  of  duty 
visiting  remote  parts  of  the  earth's  surface  which  are  com 
paratively  inaccessible  to  the  ordinary  scientific  observer- 
He  has  peculiar  opportunities  of  aiding  scientific  investiga 
tion  by  noting  and  recording  those  natural  phenomena  with 
which  he  comes  in  almost  daily  contact.  It  is,  therefore,  of 
the  greatest  consequence  that  he  should  have  trained  powers 
of  observation,  and  be  able  to  make  a  scientific  record  of 
what  he  sees. 

These  considerations  led  to  the  introduction  of  the  courses 
in  physics  and  chemistry  at  the  Academy,  and  the  results 
have  gone  so  far  to  prove  their  usefulness  that  increased  time 
and  opportunity  have  been  given  to  the  two  subjects.  The 
course  in  elementary  chemistry  is  supplemented  by  lectures 
and  laboratory  practice.  The  aim  is  to  familiarize  the  stu 
dents  with  general  principles  and  nomenclature,  and  to  teach 
them  the  applications  of  chemistry  to  professional  work. 

An  advanced  class,  composed  of  those  who  show  most 
aptitude  for  the  study,  receive  special  laboratory  instruction 
in  the  analysis  and  preparation  of  explosives.  It  is  hoped 
that  the  course  may  be  so  extended  in  time  as  to  give  cadets 
a  training  in  analytical  work  which  will  enable  them  to  make 
or  superintend  such  analyses  as  the  exigencies  of  the  service 
may  require.* 

The  laboratories  are  open  to  graduates  who  wish  further 
instruction  in  physics  or  chemistry.  Several  such  students 
have  been  pursuing  courses  during  the  last  two  years,  and 
they,  as  well  as  the  officers  attached  to  the  department,  will 
be  fitted  by  their  training  for  a  much  higher  class  of  work 
than  those  whq  pursue  only  the  required  course. 

*  For  specimens  of  the  work  of  cadets,  see  Appendix,  Note  F. 


198 


THE  NAVAL  ACADEMY.  PART  II. 


SECOND  CLASS. — Three  hours  a  week  for  one  term ;  elec 
tricity. 

Jenkins's  Electricity  and  Magnetism  is  used  as  a  text-book, 
and  Ganot's  Physics,  Maxwell's  Electricity  and  Magnetism, 
and  Kohlrausch  on  Physical  Measurements,  as  books  of 
reference.  The  course  is  accompanied  by  experimental  lec 
tures,  in  which  subjects  are  considered  which  were  too  diffi 
cult  for  the  third  class.  From  four  to  six  hours  a  week  are 
given  to  laboratory  work  by  those  who  show  most  aptitude 
for  the  subject.  In  the  second-class  course  cadets  learn  to 
measure  the  resistance  of  conductors,  insulators,  and  electro 
lytes,  and  of  batteries  ;  to  determine  galvanometer  constants 
by  electrolysis  and  by  calculation;  to  measure  current 
strength  and  electro-motive  force  in  various  ways ;  to  deter 
mine  electro-chemical  equivalents;  and  to  determine  tem 
perature  factors  for  magnets,  the  magnetic  intensity,  and  de 
clination,  dip,  &c.  Some  examples  of  the  work  of  cadets  of 
this  class  are  given  in  the  Appendix.* 

FIRST  CLASS. — Three  hours  a  week  for  one  term. 

Heat  and  light. — Maxwell's  Theory  of  Heat  is  used  as  a 
text-book,  with  Ganot  and  Kohlrausch  as  books  of  reference. 
This  course,  also,  is  illustrated  by  experimental  lectures, 
which  are  a  continuation  of  those  given  in  the  same  subject 
to  the  third  class.  The  best-prepared  students  of  this  class 
devote  a  portion  of  the  time  to  laboratory  work,  in  making 
such  measurements  as  are  best  suited  to  give  them  the  care 
and  skill  required  while  investigating  the  laws  of  nature. 
Having  had  previous  experience  in  the  laboratory,  the  class 
are  left  very  much  to  their  own  resources.  In  almost  every 
measurement  some  portion  of  the  apparatus  has  been  im 
proved  by  each  student.* 

More  time  is  given  to  electricity  and  heat  because  of  the 

*  See  Appendix,  Note  F.  *. 


CHAP.  III.  COURSE  OF  INSTRUCTION.  199 

direct  professional  bearing  of  these  studies.  Considerable 
attention  is  paid  to  the  study  of  the  different  methods  of 
exploding  submarine  mines  and  torpedoes  by  electricity. 
A  right  understanding  of  magnetic  phenomena  is,  of  course, 
important  to  those  who  have  to  deal  with  the  mariner's  com 
pass,  and  especially  in  modern  men-of-war,  built  largely  of 
iron,  whose  influence  upon  the  needle  must  be  determined 
and  allowed  for  with  the  greatest  care. 

For  similar  reasons,  in  the  course  in  heat,  which  is  intended 
as  an  introduction  to  the  study  of  the  steam-engine,  those 
problems  are  most  dwelt  upon  which  prepare  the  student  for 
his  ultimate  pursuit.  At  the  same  time  the  more  difficult 
problems  of  thermodynamics  are  not  neglected. 

APPARATUS. 

The  first  considerable  appropriation  for  the  purchase  of 
apparatus  was  made  in  1850.  Since  then  moderate  sums 
have  been  appropriated  almost  every  year  for  its  gradual 
increase.  During  the  past  few  years  many  valuable  instru 
ments  of  precision  have  been  added,  so  that  the  department 
is  well  supplied  with  general  lecture  apparatus,  and  at  the 
same  time  has  facilities  for  more  precise  instruction  in  physi 
cal  measurements  and  for  original  research.  The  following 
is  a  partial  list  of  the  most  important  instruments. 

In  acoustics,  Helmholtz  double  siren,  (Koenig,  Paris.) 

In  optics,  Duboscq's  polariscope;  Duboscq's  spectroscope, 
(four  prisms;)  duect-vision  spectroscope,  (Browning,  five 
prisms;)  Silberman's  heliostat;  two  electric-light  regulators 
and  lanterns;  two  microscopes;  one  solar  microscope;  one 
goniometer,  (Wallaston's.) 

In  heat,  Melloni's  apparatus;  Tyndall's  apparatus  for  ra 
diation  and  absorption  of  gases;  Blanch i's  apparatus  for 
liquefying  gases;  cathetometer. 


200 


THE  NAVAL  ACADEMY.  PART  II. 


In  electricity,  one  Carre's  machine;  one  Holtz  machine; 
one  quadrant  electrometer,  (Tomson's;)  one  absolute  elec 
trometer,  (.Tomson's;)  two  short-coil  reflecting  astatic  gal 
vanometers;  one  long-coil  astatic  reflecting  galvanometer,  of 
35,000  ohms'  resistance,  (Tomson's;)  one  marine  galvanome 
ter.;  one  short-coil  reflecting  galvanometer;  two  differential 
galvanometers;  two  tangent  galvanometers;  one  large  electro- 
dynamometer;  Helmholtz's  arrangement  of  coils;  coils  50 
centimetres  in  diameter,  (Elliott  Bros.;)  one  magnetometer; 
one  dip  circle;  one  Rhumkorff  coil,  giving  spark  of  13  inches; 
four  dynamo-electrical  machines,  one  producing  a  light  equal 
to  3,000  candles. 

Upon  application  of  the  Superintendent  of  the  Academy,, 
the  president  of  the  Transit  of  Venus  Commission,  Rear- 
Admiral  C.  H.  Davis,  U.  S.  N.,  has  supplied  the  department 
with  a  set  of  the  instruments  used  by  one  of  the  transit  par 
ties.  Among  these  are  included  the  magnetometer  and  dip 
circle  mentioned  above,  an  equatorial  telescope,  6-inch  ob 
jective,  with  driving-clock;  a  sidereal  clock,  and  chronograph. 

The  department  also  possesses  three  fine  balances — two 
by  Becker,  the  other  by  Newman  of  London. 

A  copy  of  the  standard  yard  and  metre  is  deposited  at  the 
observatory  of  the  Academy. 

In  1869  the  building  now  occupied  by  the  department  of 
physics  and  chemistry  was  completed.  The  building  is  80  by 
40  feet,  two  stories  high,  with  an  attic,  which  has  recently 
been  converted  into  a  battery -room. 

Until  1875  a  portion  of  this  building  was  occupied  as  a 
chemical  laboratory.  In  the  fall  of  1875  a  building  adjoining 
was  enlarged  and  fitted  up  as  a  chemical  laboratory.  This- 
building  is  55  by  48  feet.  It  contains  two  laboratories,  one 
55  by  22  feet,  fitted  for  work  in  general  chemistry  and  qual 
itative  analysis.  It  has  desk-room  for  fifty  students  at  one 


CHAP.  III.  COURSE  OF  INSTRUCTION.  201 

time;  each  desk  being  fitted  to  accommodate  two  students,, 
or  one  hundred  in  all.  Many  conveniences,  suggested  by 
recent  experience,  have  been  introduced  into  this  laboratory. 
Being  one  story  high,  it  is  well  lighted  and  ventilated. 

The  second  laboratory  is  fitted  for  more  advanced  students 
in  quantitative  work,  and  is  amply  supplied  with  all  the  mod 
ern  appointments. 

The  physical  laboratory  building  contains  three  recitation- 
rooms,  an  office,  a  general  work-room,  and  a  galvanometer- 
room  on  the  first  floor,  besides  a  small  room  in  the  centre  of 
the  building  for  experiments  in  heat  on  radiation  and  absorp 
tion.  In  the  galvanometer-room  the  large  dynamometer  and 
the  galvanometer  of  high  resistance  are  -solidly  mounted. 
On  the  second  floor  is  a  lecture-room,  50  by  40  feet,  and  a 
physical  laboratory,  30  by  40  feet.  The  building  is  supplied 
with  water,  gas,  vacuum  and  blast  pumps,  &c. 

The  lecture-room,  as  well  as  the  laboratory,  may  be  used 
for  analytical  practice. 

VII.  MECHANICS  AND  APPLIED  MATHEMATICS. 

This  department  was  formed  by  a  division  of  the  depart 
ment  of  physics  and  chemistry,  in  accordance  with  the  recom 
mendation  of  the  Superintendent  of  the  Academy,  and  of  the 
head  of  the  department.  The  change  was  ordered  March  6, 
1876,  and  Prof.  J.  M.  Rice  was  placed  in  charge  of  the  new 
department. 

The  course  of  instruction  includes  the  differential  calculus,, 
the  integral  calculus,  theoretical  and  applied  mechanics,  and 
the  strength  of  materials.  It'is  arranged  as  follows: 

SECOND  CLASS,  cadet-midshipmen,  five  hours  a  week.  First 
term,  calculus ;  second  term,  mechanics. 

FIRST  CLASS,  cadet-engineers,  three  hours  a  week,  first  term; 
one  hour  a  week,  second  term.  Subject :  Strength  of  mate 
rials. 


202  THE  NAVAL  ACADEMY.  PART  II. 

The  text-books  used  are:  Rice  and  Johnson's  Calculus, 
Todhunter's  Mechanics  for  Beginners,  Smith's  Mechanics, 
and  Wood's  Resistance  of  Materials. 

It  is  proposed  to  have  in  the  department  an  elective  course 
in  Williamson's  Integral  Calculus,  for  the  benefit  of  those 
cadets  who  take  the  elective  course  in  the  department  of 
mathematics. 

Instruction  is  given  by  recitations  and  occasional  lectures, 
and  special  attention  is  given  to  the  practical  application  of 
all  the  branches  taught.  Written  examinations  are  held  semi 
monthly. 

VIII.  ENGLISH  STUDIES,  HISTORY,  AND  LAW. 

Before  1850  the  senior  and  junior  classes  received  instruction 
in  the  English  branches  from  Chaplain  Jones.  In  the  regula 
tions  of  1850  a  new  department  was  organized,  embracing  a 
miscellaneous  list  of  subjects,  and  called  "the  department  of 
•ethics,"  though  ethics  was  only  one  of  the  many  subjects  in 
the  care  of  the  department.  Later  it  was  called  "  ethics  and 
English  studies."  Prof.  Joseph  E.  Nourse  was  head  of  the 
•department  from  1850  to  1865,  and  from  1865  to  1873  it 
was  in  charge  of  line  officers  of  the  Navy.  At  this  time  the 
course  comprised  the  following  subjects  and  text-books  : 

Fourth  class  —  Worcester's  History,  Bullions's  English 
Grammar,  Cornell's  High-school  Geography. 

Third  class — Eliot's  History  of  the  United  States,  Quack- 
cnbos's  Rhetoric. 

First  class — Kent's  Commentaries,  volume  i. 

Ethics  was  taught  first  in  recitations  in  Wayland's  Moral 
.Science,  and  afterward  in  familiar  lectures  by  the  chaplain. 
Otherwise,  instruction  was  chiefly  given  in  recitations,  exami 
nations  being  held  semi-annually.  Subsequently,  instruction 
in  ethics  was  wholly  discontinued,  and  in  1873  the  name  of 


CHAP.  III.  COURSE  OF  INSTRUCTION. 


203 


the  department  was  changed  to  "  English  studies,  history, 
and  law." 

The  course  now  covers  the  four  years  of  the  academic 
course,  except  during  the  first  term  of  the  fourth  year.  In 
struction  is  given  mainly  in  recitations,  and,  in  one  or  two 
history  courses,  in  lectures.  Monthly  and  term  examinations 
are  held  in  all  the  courses,  except  that  of  the  second  class 
in  themes.  The  object  aimed  at  is  threefold  :  to  give  the 
cadets,  first,  a  certain  amount  of  literary  culture  ;  secondly,  a 
clear,  simple,  and  graceful  habit  of  expression,  and  facility  in 
the  proper  use  of  English  ;  and,  thirdly,  such  an  acquaintance 
with  the  history  of  their  own  and  other  countries,  and  of  the 
service  to  which  they  belong,  as  will  enable  them  to  under 
stand  the  character  and  development  of  the  Government 
they  serve,  its  relation  to  foreign  states,  and  their  duties 
toward  it  as  public  officers.  A  special  course  is  given  in 
international  law. 

In  the  matter  of  English  training,  the  work  done  in  the 
monthly  examinations  is  held  to  be  of  great  importance. 
Upon  entering  the  Academy,  the  written  work  of  nearly  all 
the  cadets  is  in  very  bad  form,  as  is  shown  by  the  papers  at 
the  examinations  for  admission,  and  still  more  by  those  at 
the  first  monthly  examination.  To  correct  this,  the  papers 
in  English  and  history  are  examined  and  marked  by  the 
instructors,  not  only  with  reference  to  the  subject-matter, 
but  to  faults  in  spelling  and  punctuation,  to  bad  writing,  to 
looseness  of  thought,  and  slovenliness  of  form  and  expres 
sion.  The  examiners  designate  the  faults  on  the  papers  by 
using  a  list  of  abbreviations,  with  which  the  cadet  is  furnished 
and  to  which  he  can  refer  for  explanation.  The  papers  are 
then  returned  to  the  writers,  by  whom  they  are  corrected, 
handed  in  to  the  examiners  at  the  following  recitation,  and 
inspected  anew  to  insure  thorough  correction.  Cadets  are 


204 


THE  NA  VAL  ACADEMY.  PART  IT. 


required  to  notice  in  some  way  every  mark  made  on  the 
papers  by  the  examiner,  and  the  process  of  revision  is  con 
tinued  with  each  paper  until  it  is  complete  ;  ample  opportu 
nity  being  given  the  writer  of  asking  and  receiving  expla 
nation. 

This  system  of  examination  and  correction  of  course 
entails  great  labor  on  the  instructors,  but  it  is  believed  that 
the  results  justify  the  method.  Cases  have  occurred  since  its 
introduction  in  which  the  papers  of  a  cadet  at  the  November 
examinations  contained  upward  of  four  hundred  marks  of 
correction,  while  those  of  the  same  cadet  in  May  had  less 
than  thirty;  while  a  corresponding  improvement  was  seen 
in  neatness  and  accuracy  of  expression. 

In  addition  to  the  monthly  examinations,  the  cadets  re 
ceive  special  practice  in  English  composition,  as  follows: 

Fourth  class. — Prose  versions  of  extracts  from  classical 
English  poets. 

Third  class. — Official  reports,  once  a  fortnight,  during  half 
the  year. 

Second  class. — Themes,  once  a  month. 

In  all  these  exercises  the  same  system  of  revision  and 
correction  is  rigorously  followed. 

PRESENT    COURSE. 

Cadet-midshipmen  and  cadet-engineers. 

FOURTH  CLASS. — Five  hours  a  week. 

Punctuation. — The  cadets  begin  the  course  in  English  with 
the  chapter  on  punctuation  in  Hart's  Rhetoric.  The  manual 
and  exercises  take  up  two  hours  a  week  for  five  weeks,  at  the 
end  of  which  an  examination  is  held.  During  .the  rest  of 
the  course  all  the  examinations  and  exercises  of  cadets  in 
this  department  are  required  to  conform  to  the  practice  of 
the  manual. 


CHAP.  III.  COURSE  OF  INSTRUCTION.  205 

History. — The  class  take  Freeman's  General  Sketch  of 
History  simultaneously  with  the  course  in  English,  and  recite 
in  it  three  hours  a  week  during  the  term,  going  over  the  first 
twelve  chapters,  which  comprise  European  history  down  to  the 
Reformation.  Part  of  the  last  month,  as  in  all  the  studies  of 
this  department,  is  given  to  a  review  of  the  course  prepara 
tory  to  the  term  examination.  Especial  stress  is  laid  in  all 
the  history  courses  on  territorial  changes  and  historical  geog 
raphy,  Labberton's  Atlas  being  used  in  connection  with 
Freeman. 

In  the  second  term  the  class  have  Eliot's  History  of  the 
United  States  for  three  hours  a  week  in  place  of  Freeman. 
A  modern  atlas  is  used  in  connection  with  it,  and  the  course 
is  supplemented  by  lectures,  as  time  allows  and  occasion 
requires. 

English. — After  the  Manual  of  Punctuation  is  finished  the 
rest  of  the  term  for  two  hours  a  week  is  occupied  with  Tan- 
cock's  English  Grammar.  This  book  contains  a  sketch  of 
the  growth  of  the  language,  which  is  taken  up  in  connection 
with  the  chapters  of  Freeman  relating  to  early  English  his 
tory.  The  grammar  proper  is  treated  very  briefly,  the  time 
being  devoted  mainly  to  the  etymological  and  syntactical 
analysis  of  passages  of  English  prose  and  poetry,  a  fair  selec 
tion  of  which  accompanies  the  grammar.  A  small  etymo 
logical  dictionary  is  used  in  preparing  the  lessons. 

In  the  second  term  the  class  take  up  the  u  English  Les 
sons,"  by  Prof.  J.  R.  Seeley  and  Mr.  E.  A.  Abbott,  for  two 
hours  a  week  through  the  term.  In  connection  with  the 
text-book,  they  have  regular  practice  in  writing  prose  ver 
sions  of  poetical  extracts  from  the  collection  in  Tancock's 
Grammar.  They  have  also  much  practice  in  correcting  the 
common  faults  of  speaking  and  writing,  and  exercises  in  the 
use  of  figures,  and  in  the  solution  of  simple  problems  in 
logic. 


206  THE  NAVAL  ACADEMY.  PART  II. 

Throughout  the  year  the  lesson  in  history  for  the  day  is 
considered  a  lesson  in  spelling.  This  takes  about  seven  min 
utes  from  the  recitation  in  history,  but  some  definite  practice 
of  the  kind  is  necessary,  and  this  method  seems  to  give  the 
best  results  at  the  least  expense  of  time.  It  has  been  already 
shown  that  the  examination  for  admission  is  not  severe 
enough  to  exclude  bad  spellers. 

The  necessity  of  the  course  in  English  grammar  also  arises 
from  the  rudimentary  character  of  the  examination  for  ad 
mission.  On  account  of  the  variety  of  school-grammars  now 
in  use  throughout  the  country,*  and  the  confused  arrange 
ment  of  the  subject  in  these  text-books,  the  examination  in 
grammar  is,  of  necessity,  general  and  indulgent  in  its  char 
acter.  If  it  could  be  made  specific  and  rigorous,  the  most 
rudimentary  part  of  the  course  might  be  dispensed  with;  but 
at  present  it  is  not  safe  to  presume  upon  any  degree  of  gram 
matical' training  in  the  successful  candidate  for  admission. 

*  Inquiry  made  at  the  June  and  September  examinations  in  1875  showed 
that  the  following  works  on  English  grammar  had  been  used  by  the  can 
didates  : 

Number  of  candi- 

Text-book.  dates  by  whom 

studied. 

Harvey 20 

Green 16 

Bullions 15 

Butler 14 

Brown II 

Kerl „ ii 

Pinneo 10 

Smith 10 

Clark 7 

Quackenbos 7 

Weld 4 

Fewsmith 3 

Norton 3 

Swintori 3  *. 


CHAP.  III.  COURSE  OF  INSTRUCTION. 


207 


The  exercise  in  writing  prose  versions,  instead  of  original 
composition,  has  the  advantage  of  furnishing  beginners  with 
their  subject-matter  and  enabling  them  to  give  attention  more 
exclusively  to  the  form  of  expression.  The  great  difficulty 
of  a  novice  in  learning  to  write  is  the  want  of  ideas  ;  if  these 
can  be  furnished,  all  his  effort  can  be  expended  upon  the 
form  in  which  they  are  to  be  put.  If  he  is  left  to  his  own 
resources,  his  strength  is  wasted  in  the  production  of  boyish 
and  immature  thought  in  a  style  which  runs  either  into  fine 
writing  or  commonplace  formalism. 

THIRD  CLASS.  —  Three  hours  a  week. 

History.  —  The  first  term  is  mainly  occupied  with  the  last 
five  chapters  of  Freeman's  General  Sketch,  (from  the  Refor 
mation  to  the  present  time,)  and  a  general  review  of  Euro 
pean  history. 

In  addition  to  the  general  course,  a  course  of  twelve  or 
more  lectures  is  given  on  the  history  of  the  United  States 
Navy.  The  cadets  take  notes,  and  the  substance  of  the  lec 
tures  may  be  required  at  the  final  examination. 

Number  of  candi- 
Text-book.  dates  by  whom 

studied. 
Tancock  ..........................................  3 

Arnold  ____  ........................................  I 

Bain  .............................................. 

Bingham  ..................  ___  .  ____  .  ...........  ___  . 

Burt  ............................................. 

Chandler  .......................................... 

Covell-.  ........................................... 

Fowler  ____  .  ...........  ___  .....................  .... 

Holmes  ........................................... 

Kirkham  .......................................... 

Notes  by  teacher  ................................... 


Twenty-five  text-books  on  grammar  among  147  students  —  i.  e.,  one  gram 
mar  for  every  five  or  six  students. 


208  THE  NAVAL  ACADEMY.  PART  II. 

Rhetoric. — Bain's  Rhetoric,  including  the  whole  of  Part  I 
and  the  first  four  chapters  of  Part  II,  occupies  three  hours 
a  week  during  the  second  term. 

Composition. — The  class  write  official  reports  once  a  fort 
night  during  the  second  term  upon  some  designated  subject; 
as,  the  performance  of  a  certain  duty,  or  the  execution  of  a 
specific  order.  The  report  may  relate  to  a  fictitious  expedi 
tion  or  survey,  or  may  be  based  upon  information  obtained 
during  the  summer  cruise.  The  writers  are  required  to  ob 
serve  the  forms  prescribed  by  the  Naval  Regulations  in  regard 
to  official  correspondence. 

SECOND  CLASS. — Themes,  once  a  month. 

Composition. — The  instructor  meets  the  class  once  a  month 
and  gives  out  subjects,  suggests  methods  of  treatment,  and 
notes  books  of  reference.  A  part  of  the  time  is  given  to  the 
reading  and  revision  of  corrected  themes  and  to  commenting 
upon  them.  Three  subjects  are  usually  given  out,  differing  in 
aim  and  scope,  of  which  the  cadet  may  choose  any  one,  and 
suggestions  are  made  about  them  with  a  view  to  stimulate 
individual  thought.  Occasionally  cadets  are  allowed  to  write 
on  subjects  of  their  own  choice;  but,  as  a  general  rule,  the 
other  way  is  found  more  satisfactory.* 

*  The  following  are  some  of  the  subjects  given  for  i875~'76  : 
November : 

1.  What  good  is  to  come  from  arctic  explorations  ? 

2.  The  naval  hero  of  the  Revolution — his  character  and  career. 

3.  On  leave ;  being  an  incident  of  the  vacation. 

December: 

I.  The  qualifications  of  a  naval  officer. 

"None  other  than  a  gentleman,  as  well  as  a  seaman  both  in  theory  and 
practice,  is  qualified  to  support  the  character  of  a  commissioned  officer  in 
the  Navy ;  nor  is  any  man  fit  to  command  a  ship  of  war  who  is  not  also 
capable  of  communicating  his  ideas  on  paper,  in  language  that  becomes 
his  rank."  (J.  Paul  Jones,  letter  to  the  Marine  Board,  1777.) 


CHAP.  III.  COURSE  OF  INSTRUCTION. 


209 


FIRST  CLASS. — Two  hours  a  week  for  one  term. 

Constitution  of  the  United -States. — The  text  of  the  Consti 
tution  is  studied  by  the  class,  with  as  full  explanation  and 
comment  as  the  time  permits. 

International  law. — The  greater  part  of  the  term  in  the 
hours  allotted  is  occupied  with  Woolsey's  International  Law. 
The  leading  cases  are  studied  in  connection  with  the  text 
book,  and  many  original  cases,  of  greater  or  less  complica 
tion,  involving  such  principles  of  international  law  as  may 
arise  in  the  experience  of  naval  commanders,  are  given  as 
problems  for  solution  in  the  recitation-room. 

IX.  MODERN  LANGUAGES-. 

Professor  Girault  taught  French  at  the  school  from  1845 
to  1850.  At  the  latter  date,  the  department  of  modern  lan- 

Januiry: 

1.  Are  standing  armies  and  navies  dangerous  to  civil  liberty? 

"The  relinquishment  of  privateering  would  not  be  a  gain  to  the  United 
States,  where  a  powerful  navy  is  not  maintained,  on  account  of  its  great 
cost  and  its  danger  to  civil  liberty."  (W.  L.  Marcy,  dispatch  to  Sartiges, 
July  28,  1856.) 

(Captain  Luce's  answer  to  Secretary  Marcy's  statement.) 

2.  The  Anglo-Saxon,  the  German,  and  the  Celt — three  elements  in 
American  character  and  civilization. 

February : 

1.  The  Eastern  question.     (E.  A.  Freeman  in   Fortnightly  Review, 
December,  1875.) 

2.  A  narrative  version  of  Shakspeare's  Merchant  of  Venice. 

3.  What  is  culture,  and  how  is  man  to  get  it  ? 
k       March : 

Subjects  chosen  by  writers. 
May: 

1.  The  volunteer-militia  system  versus  standing  armies. 

2.  How  far  is  non-professional  culture  a  desirable  part  of  the  education 
of  a  naval  officer  ? 

14 


210  THE  NAVAL  ACADEMY.  PART  II. 

guages  was  founded,  and  included  French  and  Spanish.  In 
November,  1851,  the  two  languages  were  separated,  and  Prof. 
E.  A.  Roget  became  head  of  the  department  of  Spanish,  an 
office  which  he  continued  to  hold  until  1873.  Professor 
Girault  remained  in  charge  of  the  French  department  till  1866, 
when  he  was  succeeded  by  Prof.  L.  V.  Dovilliers.  In  1870 
Commander  E.  Y.  McCauley  became  head  of  the  department. 
In  1873  French  and  Spanish  were  again  combined  in  one 
department,  under  Commander  W.  Scott  Schley. 

PRESENT    COURSE. 

Cadet-midshipmen  and  cadet-engineers. 

FOURTH  CLASS. — Three  hours  a  week. 

French. — Fasquelle's  Grammar  throughout  the  year. 

THIRD  CLASS. — First  term,  two  hours  a  week;  second 
term,  three  hours  a  week. 

French. — The  use  of  Fasquelle  is  continued,  with  Howard's 
Aid  to  French  Composition,  and  exercises  in  composition 
and  dictation. 

SECOND  CLASS. — First  term,  four  hours  a  week;  second 
term,  three  hours  a  week. 

French. — The  class  read  Erckmann-Chatrian's  Le  Consent, 
continuing  the  use  of  Fasquelle,  with  exercises  in  composition 
and  dictation.  The  class  also  study  Prud'homme's  French 
Nautical  Phrase-Book. 

Spanish. —  Spanish  is  taught  through  the  medium  of  French, 
the  text-books  being  Roget's  Spanish  Manual  and  Tolon's 
Reader. 

FIRST  CLASS. — Two  hours  a  week  for  one  term. 

Spanish  is  continued  as  before. 

In  the  study  of  both  languages  the  grammar  is  used 
throughout  the  course,  to  fix  principles  of  pronunciation  and 
construction,  the  inflection  of  verbs  and  the  formatiar;  of 


CHAP.  III.  COURSE  OF  INSTRUCTION.  2ii 

tenses,  and  the  rules  and  idiomatic  peculiarities  of  the  two 
languages.  When  the  classes  are  far  enough  advanced  in 
the  grammar,  they  have  practice  in  translation  into  English, 
and  in  French  and  Spanish  composition,  followed  by  the  ana 
lytical  study  of  both  languages,  and  conversations,  to  educate 
the  ear  and  tongue. 

The  instructors  in  the  department  are  now,  and  have  gen 
erally  been,  natives  of  France  or  Spain.  Their  fitness  for 
the  position  has  always  been  determined  by  rigid  examina 
tion  of  their  qualifications  in  French,  Spanish,  and  English, 
the  last  acquirement  being  of  absolute  importance. 

The  limited  time  allowed  the  students  stands  in  the  way 
of  their  attaining  as  high  proficiency  as  in  the  more  profes 
sional  branches,  though  it  serves  to  fix  the  knowledge  of  prin 
ciples  which  must  be  of  great  use  to  them  in  their  future 
intercourse  abroad.  The  immediate  object  has  been  to  teach 
them  to  read  and  write  with  correctness,  and  so  to  familiarize 
the  ear  that,  with  a  little  study  and  opportunity,  they  will  be 
enabled  to  use  these  languages  with  ease  in  their  official  and 
social  intercourse  on  foreign  stations. 

X.  DRAWING. 

The  department  of  drawing  was  established  in  1851,  with 
Prof.  Edward  Seager  in  charge.  He  held  the  position  till 
1867.  From  that  time  till  1873  it  was  in  charge  of  line  offi 
cers  of  the  Navy;  and  in  1873  Prof.  R.  S.  Smith,  previously 
professor  of  mathematics,  was  transferred  to  this  department. 

PRESENT     COURSE. 

Cadet-midshipmen . 

FOURTH  CLASS. — Two  hours  a  week. 

Line-drawing  and  topography. — The  course  in  the  latter 
branch  consists  of  the  representation  of  ground  in  detail  by 
the  usual  conventional  methods.  The  system  of  contour-lines 


212 


THE  NAVAL  ACADEMY, 


PART  II. 


and  that  of  the  line  of  greatest  descent  are  both  taught. 
Each  map  is  illustrated  by  a  marginal  pen-drawing  of  a  coast 
view,  according  to  the  usage  of  the  United  States  Coast  Sur 
vey. 

THIRD  CLASS. — Two  hours  a  week  for  one  term. 

Free-hand  drawing. — The  aim  of  the  instruction  in  this 
branch  is  to  attain  as  high  a  culture  of  hand  and  eye  as  pos 
sible  in  the  student,  with  special  view  to  its  usefulness  in  the 
profession.  For  this  purpose,  drawings  are  made  altogether 
from  object-models,  varying  in  complexity  from  a  square  box 
to  a  statue.  They  comprise  groups  of  boxes,  vases,  draper 
ies,  anchors,  blocks,  cordage,  &c.,  models  of  boats  and  ships, 
objects  used  in  artillery  a,nd  ordnance,  casts  of  hands,  feet, 
masks,  and  of  antique  statues. 


SUMMARY. 
First  year. 


Cadet-midshipmen. 
Algebra. 
Geometry. 
English. 
History. 
French. 
Drawing. 
Practical  instruction  in — 

Seamanship. 

Naval  tactics. 

Great-guns. 

Infantry-tactics. 

Field-artillery. 

Boat-howitzers. 

Fencing. 

Dancing. 
Swimming. 


Cadet-engineers. 


Algebra. 

Geometry. 

English. 

History. 

French. 

Mechanical  drawing. 

Practical  instruction  in — 

Use  of  tools. 

Marine  engines. 

Great-guns. 

Infantry-tactics. 

Field-artillery. 

Fencing. 

Dancing. 


CHAP.  III. 


CO  URSE  OF  INS  TR  UC TION. 


213 


Second  year. 


Cadet-midshipmen. 
Trigonometry. 
Descriptive  geometry. 
Analytical  geometry. 
History. 
Rhetoric. 

Elementary  physics. 
Chemistry. 
French. 

Drawing,  (free-hand.) 
Practical  instruction  in — 

Seamanship. 

Naval  tactics. 

Great-guns. 

Infantry-tactics. 

Field-artillery. 

Boat-howitzers. 

Signals. 

Fencing. 

Gymnastics. 


Cadet-engineers. 
Trigonometry. 
Descriptive  geometry. 
Analytical  geometry. 
History. 
Rhetoric. 

Elementary  physics. 
Chemistry. 
French. 

Mechanical  drawing. 
Practical  instruction  in- 

Use  of  tools. 

Marine  engines. 

Great-guns. 

Infantry-tactics. 

Field-artillery. 

Signals. 

Fencing. 

Gymnastics.          , 


214 


THE  NAVAL  ACADEMY. 


PART  II. 


Third  year. 


Cadet-midshipmen. 

Seamanship. 

Ship-building. 

Naval  tactics. 

Infantry-tactics. 

Ordnance  instructions. 

Astronomy. 

Applied  mathematics. 

Mechanics. 

Electricity. 

French. 

Spanish. 

English  composition. 

Practical  instruction  in — 

Seamanship. 

Naval  tactics. 

Great-guns. 

Infantry-tactics. 

Field-artillery. 

Boat-howitzers. 

Signals. 

Fencing. 

Boxing. 


[  Cadet-engineers. 

Marine  engines. 

Ship-building. 

Fabrication  and  designing  of 

machinery. 
Mechanical  drawing. 
Applied  mathematics. 
Mechanics. 
Electricity. 
French. 
Spanish. 
English  composition. 

Practical  instruction  in — 
Use  of  tools. 
Marine  engines. 
Great-guns. 
Infantry-tactics. 
Field-artillery. 
Signals. 
Fencing. 
Boxing. 


CHAP.  III. 


COURSE  OF  INSTRUCTION. 


2I5 


Fourth  year. 


Cadet-midshipmen. 
Seamanship. 
Naval  architecture. 
Ordnance  and  armor. 
Navigation  and  surveying. 
Marine  engines. 
Light. 
Heat. 
Spanish. 
Public  law. 


Practical  instruction  in- 
Seamanship. 
Naval  tactics. 
Great-guns. 
Infantry-tactics. 
Field-artillery. 
Boat-howitzers. 
Mortar-practice. 
Marine  engines. 
Signals. 
Fencing. 
Boxing. 


Cadet-engineers. 
Mechanics. 
Astronomy. 
Mechanical  drawing. 
Naval  architecture. 
Physical  measurements. 
Fabrication  and  designing  of 

machinery. 
Marine  engines. 
Light. 
Heat. 
Spanish. 
Public  law. 
Practical  instruction  in — 

Use  of  tools. 

Marine  engines. 

Great-guns. 

Infantry-tactics. 

Field-artillery. 

Marine  engines. 

Signals. 

Fencing. 

Boxing. 


CHAPTER    IV. 


PRACTICE-CRUISES. 

The  cadets  of  the  newly-formed  first  and  third  classes  are 
embarked,  immediately  after  the  June  examination,  on  board 
the  practice-ships,  to  perform  such  a  cruise  as  the  Secretary 
of  the  Navy  directs. 

The  practice-ship  of  the  cadet-midshipmen  is  a  sailing 
vessel,  (or  vessels,)  commanded  by  the  commandant  of  cadets, 
and  the  cruise  generally  extends  along  the  coast  as  far  north 
as  New  Bedford.  The  cadets  are  stationed  in  the  watch  and 
station  bills  with  the  crew,  and  perform  the  same  duties ;  those 
of  the  first  class  being  rated  as  seamen,  and  those  of  the  third 
class  as  ordinary  seamen.  The  cadets  of  the  first  class  are 
also  detailed  to  do  duty  in  turn  as  midshipmen  of  the  fore 
castle,  quarter-deck,  and  tops,  and  as  mates  of  decks  and 
hull;  and  they  have  frequent  opportunities  in  charge  of 
the  deck  of  working  ship  and  performing  evolutions.  All 
the  cadets  receive  special  instruction  in  seamanship  and 
navigation ;  the  latter  is  more  especially  given  to  the  first 
class.  This  class,  during  the  practice-cruise  of  1875,  per 
formed  the  following  work,  using  their  own  observations  in 
every  case:  Latitude  and  longitude  by  dead-reckoning;  course 
and  distance  made  good;  bearing  and  distance  of  port;  cur 
rent;  longitude, by  time-sights,  of  sun,  moon,  and  star;  lati 
tude  by  meridian-altitude  of  the  same,  by  observation  of  the 
sun  off  the  meridian,  by  three  different  methods,  and  by  alti- 


CHAP.  IV.  PRACTICE-CRUISES.  217 

tude  of  *  Polaris ;  determination  of  deviation  by  azimuth  and 
by  amplitude  of  sun ;  determination  of  time  of  high  water  and 
of  sunset ;  of  ship's  position,  by  Sumner's  method  and  by  cross- 
bearings.  They  also  filled  in  the  coast-line  between  Cape 
Hatteras  and  Cape  Cod  on  skeleton  charts,  and  constructed 
a  Mercator's  chart  of  Buzzard's  Bay  and  Vineyard  Sound ; 
and  plotted  the  ship's  track  on  the  coast-chart,  and  measured 
linear  distances.  Scale-sketches  were  made  of  the  various 
anchorages,  and  descriptions  written  in  their  sketch-books. 

The  third  class  keep  seamanship  note-books,  in  which  they 
describe  and  illustrate  by  drawings  the  fitting  and  lead  of  all 
the  rigging  of  the  ship.  They  are  taught  to  heave  the  log, 
get  a  cast  of  the  lead,  and  steer,  and  have  frequent  exercise 
aloft.  Examinations  in  seamanship  are  held,  to  test  their 
progress. 

The  practice-ship  of  the  cadet-engineers  is  a  steamer,  com 
manded  by  an  officer  detailed  from  the  academic  staff.  The 
cadets  are  divided  into  watches  at  stations  in  the  engine  and 
fire  rooms.  Each  cadet  is  required  to  keep  a  rough  note  and 
sketch  book,  in  which  notes  and  sketches  are  made  on  the 
spot  of  all  points  of  interest.  The  rough  notes  are  carefully 
rewritten  in  their  journals,  and  from  the  rough  sketches  care 
ful  drawings  are  made  in  their  sketch-books.  The  general 
plan  of  instruction  is  to  familiarize  the  cadets  with  "the  con 
struction,  care,  and  management  of  the  engines  of  the  ship. 
They  are  required  to  make  sketches  of  all  the  steam  and 
water  pipes,  and  of  the  different  parts  of  the  engines  and 
pumps ;  and  they  are  constantly  on  watch  with  their  instruct 
ors  whenever  the  ship  is  under  steam.  Their  stations  are  fre 
quently  changed,  in  order  that  each  may  have  an  opportunity 
of  learning  all  the  duties  required  of  those  in  care  of  the 
engines,  and  they  are  detailed  in  turn  to  keep  the  steam-log. 

Upon   this   cruise  the   cadet-engineers  visit   the  principal 


2i8  THE  NA  VAL  ACADEMY.  PART  II. 

founderies,  rolling-mills,  machine-shops,  iron-works,  and  ship 
yards  at  the  cities  on  the  Atlantic  coast.  In  this  way  the 
ship  usually  visits  New  York,  Philadelphia,  Boston,  Provi 
dence,  Chester,  and  Wilmington;  at  which  places  the  cadets 
go  ashore,  and,  in  company  with  an  instructor,  examine  such 
works  and  mechanical  processes  as  may  be  specially  pointed 
out.*  The  instructor  gives  explanations,  and  designates  the 
machinery  or  process  which  each  is  to  sketch.  The  visits  to 
shops  on  shore  are  made  during  four  or  five  days  of  the  week 
when  in  port,  each  visit  being  four  or  five  hours  long.  The 
rest  of  the  time  is  devoted  to  writing  up  journals  and  making 
drawings. 

Besides  the  regular  officers  of  each  ship,  who  are  taken,  as 
far  as  possible,  from  the  academic  staff,  officers  are  specially 
detailed  to  instruct  the  cadet-midshipmen  in  navigation,  and 
the  cadet-engineers  in  the  principles  of  steam-engineering. 

*  About  forty  such  establishments  were  visited  during  the  practice- 
cruise  of  1875. 

As  showing  how  great  opportunities  of  special  training  in  seamanship 
are  afforded  by  the  practice-cruise  of  the  cadet-midshipmen,  it  may  be 
stated  that  380  separate  maneuvres  were  performed  during  the  summer 
cruise  of  1876.  The  cadets  of  the  first  class,  numbering  47,  had  there 
fore  eight  maneuvres  each,  including  tacking,  wearing,  boxhauling,  chap- 
elling,  gettirtg  under  way,  and  anchoring.  These  movements  were 
directed  by  the  cadet,  under  the  immediate  supervision  of  the  command 
ing  or  executive  officer,  or  officer  of  the  deck.  The  cruise  in  this  way 
gave  the  cadets  practice  which  they  would  hardly  have  got  in  years  of 
sea-service,  though  liable  at  all  times  during  their  career  to  emergencies 
in  which  this  very  experience  might  be  called  into  requisition. 


CHAPTER  V. 


RELICS  AND  TROPHIES. 
FLAGS. 

United  States. 

Lawrence. — A  square  red  flag,  bearing  the  words  "  DON'T 
GIVE  UP  THE  SHIP."  The  Lawrence  was  the  flag-ship  of  Com 
modore  Oliver  H.  Perry  in  the  battle  of  Lake  Erie,  Septem 
ber  10,  1813,  and  upon  going  into  action  he  displayed  this 
flag  at  the  mast-head.  The  Lawrence  was  named  after  Capt. 
James  Lawrence,  commander  of  the  Chesapeake  in  the  action 
with  the  Shannon. 

American  ensign. — This  flag  was  used  at  the  landing  of 
Commodore  Matthew  C.  Perry,  at  Uraga,  near  Jedo,  in  July, 
1853,  and  was  the  first  American  flag  displayed  in  Japan. 

Great  Britain. 

Alert. — Sloop  of  war  of  20  guns,  commanded  by  Capt.  T. 
L.  P.  Laugharne,  captured  August  13,  1812,  by  the  frigate 
Essex,  32  guns,  Capt.  David  Porter,  in  the  North  Atlantic. 
The  fight  lasted  eight  minutes.  The  Alert  had  three  men 
wounded,  and  was  converted  into  a  cartel  and  sent  in.  The 
Essex  had  no  casualties. 

Boxer. — Fourteen-gun  brig,  commanded  by  Capt.  Samuel 
Blyth.  Captured  September  5,  1813,  off  Portland,  Me.,  by 
the  brig  Enterprise,  16  guns,  Lieutenant-Commanding  William 
Burrows.  Both  commanders  were  killed  early  in  the  action. 


220  THE  NAVAL  ACADEMY.  PART  II. 

Confiance,  Beresford,  Chubb,  Linnet. — Part  of  the  English 
fleet  captured  in  the  battle  of  Lake  Champlain,  off  Plattsburg,, 
September  u,  1814,  by  the  fleet  under  Commodore  Thomas 
McDonough.  The  English  force  was  commanded  by  Com 
modore  George  Dovvnie,  and  the  Confiance  was  his  flag-ship. 
He  was  killed  by  the  dismounting  of  one  of  his  long  24- 
pounder  guns  by  a  shot  from  the  Saratoga,  Commodore 
McDonough's  flag-ship. 

Cyane,  Levant. — Ships  of  20  and  18  guns,  respectively,  cap 
tured  off  Madeira,  February  20,  1815,  by  the  Constitution, 
44,  under  Capt.  Charles  Stewart.  The  Cyane  was  com 
manded  by  Capt.  Gordon  T.  Falcon,  the  Levant  by  Capt. 
the  Hon.  George  Douglass. 

Detroit,  Lady  Frevost,  Hunter,  Little  Belt,  Chippewa. — Part 
of  the  English  fleet  captured  by  Commodore  O.  H.  Perry  in. 
the  battle  of  Lake  Erie,  September  10,  1813.  The  English 
force  was  commanded  by  Commodore  R.  H.  Barclay. 

Dominica. — English  schooner  of  16  guns,  captured  August 
5,  1813,  by  the  privateer  schooner  Decatur,  Captain  Diron, 
of  7  guns. 

Duke  of  Gloucester. — Brig  of  14  guns, -captured  at  York, 
(now  Toronto,)  Upper  Canada,  April  27,  1813,  by  the  Lake 
Ontario  squadron,  under  Commodore  Isaac  Chauncey.  The 
flag  is  a  royal  standard. 

Epenier. — Brig  of  18  guns,  commanded  by  Capt.  R.  W. 
Wales,  captured  April  29,  1814,  off  Cape  Canaveral,  by  the 
Peacock,  22,  Master-Commandant  Lewis  Warrington. 

Frolic. — Brig  of  22  guns,  commanded  by  Capt.  T.  Whin- 
yates,  captured  October  1 8,  1 8 1 2 ,  by  the  Wasp,  1 8,  Capt.  Jacob 
Jones.  Both  vessels  were  captured  later  in  the  same  day  by 
the  Poictiers,  74. 

Guerriere. — Ship  of  38  guns,  commanded  by  Capt.  J.  R, 
Dacres,  captured  August  19,  1812,  in  lat.  41°  30'  N.,  loajg. 
55°  30'  W.,  by  the  Constitution,  44,  Capt.  Isaac  Hull... 


CHAP.  V.  RELICS  AND  TROPHIES,  221 

Java. — Ship  of  38  guns,  commanded  by  Capt.  H.  Lam 
bert,  captured  December  29,  1812,  in  lat.  13°  6'  N.,  long. 
.38°  W.,  by  the  Constitution,  44,  Capt.  William  Bainbridge. 

Macedonian, — Ship  of  38  guns,  commanded  by  Capt.  John 
Garden,  captured  October  25,  1812,  in  lat.  29°  N.,  long.  29° 
39'  W.,  by  the  United  States,  44,  Capt.  Stephen  Decatur. 

Peacock. — Brig  of  18  guns,  commanded  by  Capt.  William 
Peake,  captured  off  Demerara,  February  24,  1813,  after  an 
action  of  fifteen  minutes,  by  the  Hornet,  18,  Master-Comman 
dant  James  Lawrence. 

Penguin. — Brig  of  18  guns,  commanded  by  Capt.  J.  Dick- 
enson,  captured  off  Tristan  d'Acunha,  March  23,  1815,  by  the 
Hornet,  18,  Master- Commandant  James  Biddle. 

Reindeer. — Ship  of  18  guns,  commanded  by  Capt.  William 
Manners,  captured  June  28,  1814,  in  lat.  48°  36'  N.,  long. 
11°  15'  W.,  by  the  Wasp,  18,  Capt.  Johnston  Blakely. 

St.  Lawrence, — Schooner  of  15  guns,  commanded  by  Lieut. 
I.  E.  Gordon,  captured  February  26,  1815,  oft"  Havana, by  the 
privateer  schooner  Chasseur,  14,  Capt.  T.  Boyle,  of  Baltimore. 

France, 

Bercean. — Ship  of  24  guns,  Captain  Senes,  captured  Octo 
ber  12,  1800,  latitude  22°  50'  N.  longitude  51°  W.,  by  the 
Boston,  28,  Capt.  G.  Little. 

Insurgente. — Ship  of  40  guns,  commanded  by  Captain  Bar- 
reau,  captured  February  9,  1799,  °^-  Basseterre,  West  Indies, 
by  the  Constellation,  36,  Commodore  Thomas  Truxtun. 

Algiers. 

Estidio. — Brig  of  22  guns,  captured  June  19,  1815,  off  Cape 
Palos,  by  the  Guerriere,  44,  flag-ship  of  Commodore  Stephen 
Decatur. 

Mezonra. — Ship  of  46  guns,  captured  June  17,  1815,  off 
Gape  de  Gatt,  by  the  Guerriere,  44. 


222  THE  NA  VA  L  ACA  DEM  Y.  PART  1 1 . 

Mexico. 

Flag  captured  at  Mazatlan  by  a  landing-party  from  the 
Pacific  squadron  November  u,  1847.  The  force  was  sent 
from  the  United  States  ships  Independence,  Congress,  Cyane, 
and  Erie.  The  squadron  was  under  the  command  of  Com 
modore  William  Bran  ford  Shubrick. 

Flag  captured  at  Tuspan,  April  18,  1847,  by  a  force  of  sea 
men  and  marines  from  the  Gulf  squadron,  under  Commodore 
Matthew  C.  Perry.  Commander  Buchanan  took  part  in  this 
expedition.  The  town  was  taken  with  but  little  loss  to  the 
Americans. 

Corea. 

Flag  of  the  Corean  generalissimo,  Fort  McKee,  Corea, 
captured  June  n,  1871,  by  Capt.  McLane  Tilton,  United 
States  Marine  Corps;  Corporal  Brown,  United  States  steamer 
Colorado,  and  Private  Purvis,  United  States  steamer  Alaska.. 
Fourteen  other  Corean  flags,  captured  at  about  the  same  time. 

JAPANESE    BELL. 

The  Japanese  bell  suspended  in  the  grounds  was  presented, 
July  12,  1854,  by  the  Regent  of  the  Lew-Chew  Islands,  a  de 
pendency  of  the  empire  of  Japan,  to  Commodore  Matthew 
C.  Perry,  at  that  time  the  commander-in-chief  of  the  United 
States  squadron  in  the  Asiatic  seas,  and  Minister  Plenipoten 
tiary  charged  with  the  duty  of  opening  intercourse  between 
the  United  States  and  Japan.  After  the  death  of  the  Commo 
dore,  March  4,  1858,  it  was  presented  to  the  Naval  Academy 
by  his  widow,  in  fulfilment  of  his  wish. 

A  copy  of  the  Japanese  inscription  on  the  bell  having  been 
made  by  a  citizen  of  Japan,  Cadet-Midshipman  J.  G.  Kuni- 
tomo,  now  of  the  second  class  of  the  Naval  Academy,  and 
transmitted  to  the  Japanese  legation  at  Washington  for  trans 
lation,  the  following  was  very  kindly  furnished: 


CHAP.  V.  RELICS  AND  TROPHIES.  223, 

"  In  the  eighth  year  of  Eiraku  and  of  Kanoye  Tora,  of  the 
reign  of  the  King  of  Lew-Chew,  Kei-shi-yo-ho-Ho-o  offered 
a  prayer  of  benevolence  for  the  people,  and  afterward  ordered 
a  large  bell  to  be  foundecj.  He  did  this  as  an  act  of  thanks 
giving,  and  presented  it  to  the  temple  of  Daizen  Anji,  in  the 
kingdom,  in  order  that  the  King  might  reign  prosperously 
and  live  long,  and  that  the  people  of  the  three  worlds,— 
Heaven,  Earth,  and  Hades, — might  be  saved  from  infernal 
doctrines;  and  therefore  it  was  that  he  instructed  Shokoku 
Ansai  to  frame  this  inscription : 

'"This  beautiful  Bell  has  been  founded,  and  hung  in  the. 
tower  of  the  temple.  It  will  awaken  dreams  of  superstition. 
If  one  will  bear  in  mind  to  act  rightly  and  truly,  and  the 
Lords  and  Ministers  will  do  justice  in  a  body,  the  barbarians 
will  never  come  to  invade.  The  sound  of  the  bell  will  convey 
the  virtue  of  Fushi,  and  will  echo  like  the  song  of  Tsuirai; 
and  the  benevolence  of  the  Lords  will  continue  forever  like 
those  echoes.' 

"The  2oth  day,  loth  month, yth  year  Keitai.* 

"SHIU  EISHI, 
"  Chief  Priest  of  the  Temple. 

"  EMONNOSKE  FUJIWARA  KUNIMITO,  Founder  of  the  Bell. 

"  YONAFUKU  Cmv SKI,  President  of  the  Hanging  Ceremonies" 

FIGURE-HEADS    OF    VESSELS     PLACED     IN     THE     GROUNDS     OF 
THE    NAVAL   ACADEMY. 

Franklin. — Line-of-battle  ship,  rating  74,  and  carrying  86 
guns.  She  was  built  at  Philadelphia  in  1815,  and  launched 
in  the  same  year. 

Columbus.  —  Line-of-battle  ship,  rating  74,  and  carrying  80 
guns.  She  was  begun  in  1816,  at  Washington,  and  launched 
in  1819.  She  was  burned  at  Norfolk,  Va.,  on  the  2Oth  of 

*  Corresponding  to  the  year  1456. 


224  THE  NAVAL  ACADEMY.  PART  II. 

April,  i86i,by  order  of  the  Government,  to  prevent  her  fall 
ing  into  the  hands  of  the  enemy. 

Delaware. — Line-of-battle  ship,  rating  74,  and  carrying  84 
guns.  She  was  begun  in  1817,  at  Gosport,  and  launched  in 
1820. 

Macedonian. — Ship  of  38  guns,  captured  first  from  the 
French  by  the  English,  and  from  the  latter  by  the  United 
States  ship  United  States,  as  already  described.  The  figure 
head  belonged  to  her  originally  when  in  the  French  service. 

Constitution. — This  vessel,  for  fifty  years  the  favorite  ship 
of  the  Navy,  was  launched  at  Boston,  September  20,  1797, 
being  the  third  vessel  of  the  newly-organized  Navy,  in  the 
water.  She  first  went  to  sea  July  20,  1798.  She  was  the  flag 
ship  of  Commodore  John  Barry  during  the  war  with  France, 
and  of  Commodore  Edward  Preble  in  the  Tripolitan  war,  in 
1804.  In  the  war  of  1812  she  was  victorious  in  many  engage 
ments.  Soon  after  the  outbreak  of  the  war  she  sailed  from 
Annapolis  under  the  command  of  Capt.  Isaac  Hull.  On  the 
1 7th  of  July  she  fell  in  with  an  English  squadron,  under  Com 
modore  Broke,  consisting  of  the  Africa,  Shannon,  Guerriere,  and 
other  vessels,  and  got  away  from  them  after  a  remarkable  chase 
of  three  days,  which  has  become  famous  in  naval  history. 
Her  exploits  later  in  the  war  have  been  already  mentioned. 
After  its  close  she  made  repeated  cruises,  and  up  to  the  year 
1853  she  was  constantly  in  commission.  Since  the  war  of 
1812  she  had  made  twenty-four  separate  cruises. 

The  figure-head  now  in  the  grounds  of  the  Naval  Academy 
is  a  representation  of  President  Jackson,  and  was  put  on  the 
vessel  while  she  was  lying  at  Boston,  under  the  command  of 
Commodore  J.  D.  Elliot,  during  the  second  term  of  Jack 
son's  administration.  It  occasioned  some  demonstration  of 
partisan  feeling,  and  about  two  months  after  its  attachment 
to  the  vessel  the  head  of  the  figure  was  cut  off  and  canned 


CHAP.  V.  RELICS  AND  TROPHIES.  225 

away  by  some  person,  at  the  time  unknown.  A  new  head 
was  afterward  carved  and  put  on  in  New  York.  The  follow 
ing  extracts  from  papers  of  the  day  give  in  full  the  history  of 
the  affair — an  affair  which  created  much  talk  and  excitement 
at  the  time  : 

Niles's  Register  for  May  17,  1834,  (vol.  46,  p.  189,)  refers 
to  the  excitement  at  Boston  on  the  subject,  and  states  that 
the  figure-head  had  been  placed  on  the  bows  of  the  Consti 
tution  "about  two  or  three  weeks  ago" — /'.  <?.,  early  in  May, 
1834. 

The  number  for  July  12,  1834,  says:  "Individuals  hi  pub 
lic  employment  have  no  right  to  force  their  private  prefer 
ences  on  the  people's  attention.  A  great  excitement  had 
been  caused  by  placing  a  wooden  effigy  of  President  Jack 
son  on  the  bows  of  the  frigate  Constitution.  To  say  the 
least  of  that  proceeding,  it  was  ill-advised  and  in  bad  taste. 
On  the  bows  of  that  ship  the  head  of  no  living  man  should 
be  placed;  or,  if  so,  the  place  belongs  to  that  of  the  'Father 
of  the  Constitution,'  the  illustrious  Madison." 

The  same  paper  quotes  from  the  Boston  Courier  of  July 
4,  1834:  "It  appears  that  during  the  night  of  Wednesday" 
(/.  e.,  July  2)  "the  head  of  this  wooden  image  was  sawed 
off  by  some  person  or  persons  unknown.  It  is  rather  a 
mysterious  affair.  The  Constitution  lies  at  the  navy-yard 
between  two  seventy-fours,  and  it  is  understood  that  a  guard 
or  watch  is  continually  kept  on  board.  It  seems  impos 
sible  that  the  deed  could  have  been  executed  without  dis 
covery,  notwithstanding  that  the  night  was  dark  and  rainy. 
The  head,  which  has  been  severed  from  its  trunk,  it  is  said, 
was  at  least  25  feet  above  the  surface  of  the  water.  It  is 
the  opinion  of  several  intelligent  men  who  examined  the 
premises  yesterday  that  the  perpetrators  must  have  gone  to 
their  work  through  the  navy-yard. 


226  THE  NAVAL  A  CA  DEM  Y.  PART  1 1. 

"  It  was  reported  last  evening  that  Commodore  Elliot  had 
offered  one  thousand  dollars  for  the  discovery  of  the  person  or 
persons  who  committed  the  deed." 

The  number  for  July  19,  1834,  in  a  short  article,  says: 
"There  is  much  feeling  on  account  of  the  mutilation  of  the 
figure-head  of  the  frigate  Constitution,  and  we  fear  that  it 
may  be  turned  into  an  important  public  concern,  (though 
probably  the  uncounseled  and  unassisted  act  of  a  solitary 
individual,  yet  unknown,)  through  the  indiscretion  of  politi 
cal  parties ! ! !  One  of  these  laughs  immoderately  at  the  pro 
ceeding,  and  the  other  is  immoderately  angry  about  it;  and 
some  are  crawling  enough  to  compare  it  with  the  personal 
attack  that  was  made  on  the  President  by  Ex-Lieutenant 
Randolf  of  the  Navy."  It  adds:  "There  is  no  relation  be 
tween  the  two  cases ;  and  thousands  who  would  defend  the 
person  of  the  President  at  the  risk  of  their  own  lives,  see  no 
great  harm  in  sawing  off  the  head  of  a  wooden  image.  *  *  * 

"  No  discovery  has  been  made  of  the  head  or  beheader, 
whose  adroitness  and  courage  was  equally  remarkable.  Ru 
mor,  however,  says  that  it  was  the  act  of  a  boy,  without  coun 
sel  or  assistance;  that  he  was  two  hours  engaged  in  the  work, 
during  all  which  he  heard  the  tread  of  the  sentinels,  though 
it  rained  in  torrents;  and  some  particulars  are  given  as  to  his 
operations.  How  were  they  known?" 

It  appears  that  the  persons  engaged  in  the  affair  became 
afterward  known.  Volume  53  of  Niles's  Register  for  1837, 
p.  147,  contains  the  following : 

"THE  FIGURE-HEAD. — The  New  York  Journal  of  Com 
merce  contains  a  report  of  a  trial  in  one  of  the  courts  there 
of  an  action  for  assault  and  battery,  in  which  Samuel  W. 
Dewey  was  plaintiff  vs.  Joseph  Fay  and  Edward  H.  Dixon, 
defendants.  In  the  course  of  the  evidence  one  of  the  wit 
nesses  stated  that  Dewey,  who  it  seems  is  a  captain,  informed 


CHAP.  V.  RELICS  AND  TROPHIES.  227 

him  on  the  evening  of  the  assault  that  he  (Devvey)  cut  off 
the  figure-head  of  the  frigate  Constitution.  But  for  a  turn 
the  court's  proceedings  suddenly  took,  the  whole  matter 
would  have  been  exposed.  The  Boston  Sentinel  adds :  '  There 
is  no  doubt  that  Captain  Dewey,  who  is  a  native  of  Cape 
Cod,  cut  off  the  figure-head  as  stated.  It  is  now  in  the  Navy 
Department  at  Washington,  where  it  was  lodged  by  Captain 
Dewey,  the  Secretary  of  the  Navy  giving  him  a  written  obli 
gation  that  he  should  never  be  prosecuted  for  the  offence  he 
had  committed."' 

Niles's  Register  of  March  21,  1835,  volume  48,  page  42^ 
contains  this : 

"The  following  is  from  the  New  York  Daily  Advertiser  of 
Monday  last,"  (March  16:) 

"  '  On  Saturday  forenoon  "  (March  14)  "  the  head  carved  by 
Messrs.  Dodge  &  Sons,  of  this  city,  was  placed  on  the  trunk 
representing  President  Jackson  on  the  bow  of  the  frigate 
Constitution.  The  whole  affair  has  been  managed  with  great 
care  and  secrecy.  It  was  given  out  when  the  frigate  came 
into  port  that  she  would  remain  some  five  or  six  weeks,  and 
on  Saturday  we  learn  some  of  her  officers  were  in  Philadel 
phia.  When  the  frigate  came  up,  a  few  days  since,  she  an 
chored  in  the  stream,  opposite  the  navy-yard.  The  head  has 
been  carved  with  great  caution,  and  a  few  hours  after  it  was 
put  on,  two  steamboats  towed  the  frigate  down  the  lower  bay, 
where  she  anchored,  some  fifteen  or  twenty  miles  from  the 
city,  so  as  to  be  out  of  the  reach  of  any  popular  excitement. 
The  manner  of  placing  this  head  on  the  frigate  appears 
wholly  in  character.  As  the  frigate  has  been  provisioned  at 
Boston,  there  can  be  no  doubt  that  she  came  around  here 
for  no  other  object  than  to  accomplish  that  which  could  not 
have  been  done  at  Boston.  We  are  exceedingly  gratified 
that,  since  it  has  been  determined  at  Washington  that  the 


228  THE  NAVAL  ACADEMY.  PART  IT. 

head  shall  be  placed  on  the  bows  of  this  most  favored  of  all 
other  ships  in  the  Navy,  that  it  has  been  done  by  stealth. 
Had  the  ship  been  at  the  wharves  of  our  city,  or  at  any 
place  where  the  populace  could  have  reached  her,  we  very 
much  fear  a  riot  of  the  most  serious  consequences  would 
have  followed,  the  end  of  which  no  human  being  could  fore 
tell.  So  far  as  we  can  judge,  the  opinion  is  general  among 
all  classes  of  respectable  citizens,  that  neither  the  head  of 
General  Jackson  or  that  of  any  other  living  man  should  be 
placed  on  the  bow  of  that  of  all  other  frigates,  but  that  she 
should  continue  with  the  same  head  and  appearance  with 
which  she  has  won  so  many  laurels  in  the  wreath  of  our 
country's  glory.  The  frigate,  however,  with  whatever  block 
she  may  have  for  a  head,  go  where  she  may,  will  have  the 
best  wishes  of  every  American.'" 

OTHER   TROPHIES. 

Wooden  figure  of  the  British  lion,  crowned,  and  with  one 
paw  resting- on  the  globe.  Taken  from  the  quarter-deck  of 
H.  B.M.  ship  Macedonian,  after  the  battle,  October  25,  1812, 
in  which  she  was  captured  by  the  United  States,  Captain 
Decatur. 

Two*  iron  guns,  24-pounders,  captured  on  board  the  Brit 
ish  frigate  Confiance,  at  the  battle  of  Lake  Champlain,  by 
Commodore  McDonough.  These  guns  are  placed  vertically 
one  on  each  side  of  the  entrance  of  the  hall  of  the  department 
of  steam-engineering.  One  of  them  is  indented  on  the  face  of 
the  muzzle  by  a  shot,  and  slightly  cracked;  it  is  the  gun  which, 
by  its  recoil,  killed  Commodore  Downie,  the  commander  of 
the  British  fleet.  It  was  identified  by  Commander  Platt, 
who  was  in  the  action,  and  by  Commodore  Alexander  S. 
Wadsworth,  who  saw  the  guns  soon  after  the  fight.* 

*  Letter  from  Commodore  D.  N.  Ingraham,  Chief  of  Bureau  of  «Qrd- 
nance,  to  Captain  Blake,  March  3,  1860. 


CHAP.  V.  RELICS  AND  TROPHIES.  229 

Two  32-pounder  carronades,  captured  with  the  British 
frigate  Cyane,  by  Captain  Stewart,  in  the  Constitution.  They 
are  placed  in  the  gun-park,  in  front  of  the  armory. 

Eight  long  brass  guns,  originally  French,  captured  at  the 
Castle  of  San  Juan  d'Ulloa,  Vera  Cruz,  Mexico,  which  ca 
pitulated  March  27,  1847.  Commodore  M.  C.  Perry  was  at 
this  time  in  command  of  the  fleet.  The  guns  are  in  position 
in  front  of  the  Tripoli  monument. 

One  Whitworth  rifled  gun,  8o-pounder,  captured  at  Morris 
Island,  South  Carolina,  1863. 

One  Armstrong  Vlll-inch  rifled  gun,  mounted  en  barbette. 
Built  by  Sir  W.  G.  Armstrong  in  1864,  and  captured  at  Fort 
Fisher.  In  position  in  the  gun-park. 

One  Blakely  2o-pounder  rifled  gun,  captured  at  Fort  Fisher. 
In  position  in  gun-park. 

One  Italian  rifled  gun,  presented  to  the  United  States  by 
the  Italian  government.  Gun-park. 

One  6o-pounder  rifled  gun,  manufactured  at  Galveston, 
Tex.,  from  the  shaft  of  the  United  States  steamer  Westfield. 
Gun-park. 

One  5o-pounder  Dahlgren  rifled  gun. 

Two  small  brass  signal-guns,  captured  from  the  cruiser 
Shenandoah.  Placed  at  the  entrance  of  the  gunners-room. 

Two  suits  of  Mexican  armor,  captured  in  1847. 

Mexican  drum,  machete,  and  commander's  baton,  cap 
tured  in  1847. 

Corean  head-piece,  breast-piece,  and  gingals,  captured  in 
1871;  and  other  relics  or  trophies  of  various  countries  and 
miscellaneous  description. 

In  the  library  are  portraits  in  oil  of  John  Paul  Jones,  Deca- 
tur,*  Preble,  Jacob  Jones,  O.  H.  Perry,  Rodgers,  Macdonough, 
D.  Porter,  Stewart,  J.  Biddle,  and  M.  C.  Perry.  There  are 

*  By  Sully. 


230 


THE  NAVAL  ACADEMY.  PART  II. 


also  large  paintings  of  the  battle  of  Tripoli,  of  Barney's  ac 
tion  in  the  Delaware  with  the  General  Monk,  and  of  the 
fight  between  the  Constitution  and  the  Guerriere.  The  origi 
nal  of  Barry's  commission  as  senior  captain  in  the  Navy, 
signed  by  Washington,  hangs  in  the  library,  in  a  frame  made 
out  of  wood  of  the  Constitution. 


APPENDIX. 


NOTE   A. 

Extract  from  Second  Annual  Report  of  J-ohn  Branch,  Secre 
tary  of  the  Navy*  December  6,  1830. 

As  a  measure  tending  to  give  reputation  and  efficiency 
to  the  Navy,  the  cultivation  of  the  minds  of  those  who  are  to 
compose  its  active  members  is  a  subject  of  great  national  in 
terest.  It  is  a  fact  which  will  not  be  questioned  that  the 
early  education  of  the  officers  of  the  Navy  is  entirely  unequal 
to  the  character  they  have  subsequently  to  sustain. 

Few  appointments  under  the  Government  involve  the  ne 
cessity  for  more  general  and  scientific  attainments.  As  offi 
cers  of  the  Navy,  they  are  required  to  act  as  judges  of  the  law 
and  evidence  on  trials  of  their  brother  officers,  for  offences 
affecting  the  lives  and  character  of  the  accused ;  as  command 
ers  of  ships,  they  should  possess  not  only  a  practical  acquaint 
ance  with  seamanship,  but  an  accurate  knowledge  of  those 
branches  of  mathematics  connected  with  the  science  of  navi 
gation,  with  astronomy  and  geography ;  and  as  commanders 
of  fleets  or  squadrons,  they  must  be  well-informed  on  all 
points  of  international  law,  having  reference  to  the  rights  of 
neutrals  and  belligerents,  the  often-recurring  question  of  the 
rights  of  blockade,  and  other  interdictions  of  intercourse  be- 

*American  State  Papers,  III,  p.  758. 


232 


THE  NAVAL  ACADEMY. 


tween  powers  standing  in  this  relation  to  each  other;  to  pos 
sess  an  accurate  acquaintance  with  the  modern  languages,  to 
enable  them  to  enter  into  discussion  on  points  of  difference 
which  may  arise  with  the  representatives  of  foreign  states 
speaking  such  foreign  language ;  and  it  may  often  happen 
that  the  communications  can  only  be  advantageously  made 
in  the  language  of  the  party  with  whom  the  subject  of  dis 
pute  may  exist.  The  sons  of  the  wealthy  may  obtain  these 
advantages  from  the  bounty  of  their  parents ;  but  without  the 
aid  of  public  instruction,  how  are  the  sons  of  the  less  affluent 
to  become  qualified  to  command  in  the  naval  service? 

It  may  be  further  remarked,  that  while  a  school  on  the 
most  liberal  and  comprehensive  plan  of  instruction  has  been 
provided  for  the  military  talent  of  the  country,  and  has  been 
endowed  with  every  attribute  for  the  advancement  of  the  edu 
cation  of  the  youth%  who  aspire  to  a  share  in  the  toils  or  the 
honors  of  a  military  life,  the  only  provision  which  has  been 
authorized  by  law  for  the  instruction  of  midshipmen  in  the 
Navy  is  to  be  found  in  the  allowance  of  $25  per  month  to 
the  schoolmasters  retained  on  board  the  larger  vessels  of  war- 


NOTE  B.  APPENDIX.  233 


NOTE  B. 

Report  of  the  Committee  on  Naval  Affairs  of  the  House  of 
Representatives ',  on  making  provision  for  naval  schools  for 
midshipmen,  communicated  January  3,  1834,  by  Mr.  Wat- 
mough  of  the  committee. 

The  Committee  on  Naval  Affairs,  taking  into  considera 
tion  the  condition  of  the  naval  schools  as  at  present  estab 
lished  at  Boston,  New  York,  and  Norfolk,  and  their  inade 
quacy  to  effect  the  object  proposed,  deem  it  a  duty  to  present 
to  the  House  the  accompanying  bill.  It  is  presumed  no  one 
will  question  the  vital  importance  of  these  institutions  to  the 
service,  both  as  it  respects  the  well-being  of  the  junior  offi 
cers  and  their  future  usefulness  to  their  country. 

By  the  subjoined  letter  (A)  from  the  Secretary  of  the  Navy, 
it  will  be  found  that  there  are  450  midshipmen  in  service. 
Of  these,  about  one-half  are  supposed  to  be  at  sea;  one-fifth 
on  duty  at  shore-stations;  and  the  remaining  135  are  on 
leave,  waiting  orders,  furlough,  or  sick.  Admitting  that  of 
the  latter  class  35  are  sick — and  this  would  seem  to  be  a  very 
large  proportion — there  still  remain  100  youths  left  entirely 
to  their  own  guidance,  freed  from  those  restraints  so  essential 
to  their  period  of  life,  and  subject  alone  to  the  influences  of 
their  own  ardent  impulses.  The  consequences  are,  in  too 
many  instances,  fatal.  It  is  believed  to  be  the  duty,  as  it 
assuredly  is  within  the  competency,  of  Congress  to  arrest  the 
evils  resulting  from  this  state  of  affairs.  The  appropriation 


234 


THE  NAVAL  ACADEMY. 


called  for  in  the  bill,  under  the  judicious  management  of  the 
Secretary,  will  effect  much.  The  third  and  fourth  sections  of 
the  bill,  which  provide  an  increase  of  the  pay  of  the  two  re 
spective  grades  of  the  service,  the  chaplains  and  schoolmasters, 
it  is  hoped  will  have  the  effect  to  enhance  greatly  the  bene 
fits  to  be  derived  from  the  appropriations;  while,  in  truth, 
they  do  no  more  than  fulfill  the  original  intention  of  Congress 
in  creating  those  grades,  by  placing  them  on  a  footing  con 
sistent  with  their  dignity  and  usefulness.  Their  present  rate 
of  pay  is  admitted  on  all  hands  to  be  entirely  insufficient.  A 
reference  to  the  annexed  letter  of  the  Secretary,  (marked  "  B,") 
with  its  accompanying  statement,  (A,)  shows  the  actual  con 
dition  of  the  schools,  the  amount  expended  from  the  contin 
gent  fund,  but  under  no  law,  and  the  limited  number  of 
youths  who  are  enabled  to  avail  themselves  of  what  benefits 
do  result.  It  is  true  the  Department  has  lately  issued  an 
order  requiring  all  midshipmen,  not  otherwise  employed,  to 
repair  to  some  one  of  these  schools ;  but  as  the  Government 
does  not  feel  itself  authorized  to  allow  the  traveling-expenses 
incidental  to  such  an  order,  few  will  be  able  to  avail  them 
selves  of  its  benefits.  The  fifth  section  of  the  bill  is  intended 
to  obviate  this  difficulty.  If,  however,  the  whole  number 
should  repair  as  required,  it  would  only  afford  an  additional 
and  paramount  obligation  to  the  passage  of  the  bill. 

A  BILL  relative  to  naval  schools. 

Be  it  enacted,  er-v.,  That  the  President  of  the  United  States 
be,  and  he  is  hereby,  authorized  to  improve  the  means  of  in 
struction  now  in  operation  at  New  York,  Norfolk,  and  the 
navy-yard  at  Charlestown,  Mass. 

SEC.  2.  That  the  sum  of  $10,000  be,  and  the  same  is 
hereby,  annually  appropriated,  until  otherwise  ordered  by  law. 


NOTE  B.  APPENDIX,  235 

out  of  any  moneys  not  otherwise  appropriated,  to  carry  into 
effect  the  provisions  of  this  act. 

SEC.  3.  That  from  and  after  the  passage  of  this  act,  the 
pay  of  chaplains  in  the  Navy  shall  be  $1,200  per  annum, 
and  that,  in  addition  to  the  duties  now  imposed  upon  them, 
they  shall  be  required  to  instruct  the  junior  officers  in  mathe 
matics,  in  natural  and  moral  philosophy,  in  history,  and  in 
such  other  branches  of  science  as  may  be  deemed  by  the 
Secretary  of  the  Navy  best  calculated  to  advance  the  inter 
ests  and  elevate  the  character  of  the  service. 

SEC.  4.  That  from  and  after  the  passage  of  this  act,  the 
pay  of  schoolmasters  in  the  Navy  of  the  United  States  shall 
be  $1,200  per  annum,  and  it  shall  be  the  duty  of  the  Secre 
tary  of  the  Navy  to  see  that  no  individual  shall  be  appointed 
to  said  station  unless  his  application  be  accompanied  by  the 
most  satisfactory  testimonials  of  intellectual  and  moral  at 
tainments. 

SEC.  5.  That  each  midshipman  or  junior  officer,  when  not 
under  orders,  or  furloughed  by  competent  authority,  shall  be 
directed  by  the  Secretary  of  the  Navy  to  attend  at  such  one 
of  the  schools  as  may  be  designated  by  the  Secretary,  and 
diligently  to  submit  himself  to  instruction,  and  while  there 
shall  be  subject  to  all  the  rules  and  regulations  for  the  better 
government  of  the  Navy,  as  though  actually  engaged  in  serv 
ice  on  shipboard;  and  the  order  of  the  Secretary  of  the 
Navy,  or  of  any  superior  officer  competent  to  give  the  same, 
to  any  midshipman  to  repair  to  said  schools,  shall  be  deemed 
a  sufficient  voucher  to  entitle,  said  midshipman  to  the  full 
amount  of  his  transportation. 

SEC.  6.  That  the  Secretary  of  the  Navy  shall  prepare,  or 
cause  to  be  prepared,  such  rules  and  regulations  as  may  be 
deemed  necessary  for  the  good  order,  sound  government,  and 
direction  of  the  said  schools. 


236  THE  NAVAL  ACADEMY. 

SEC.  7.  That  the  pay  specified  above  for  the  chaplains  and 
schoolmasters  shall  be  in  lieu  of  and  in  full  of  all  compensa 
tions  and  allowances  whatever  at  present  made.* 

*  Three  communications  from  the  Secretary  of  the  Navy  accompany 
this  report ;  the  substance  of  the  first  is  given  in  the  text ;  the  second 
will  be  found  in  the  note,  and  the  third  contains  a  faint  commendation 
of  the  proposed  bill.  The  whole  may  be  found  in  the  American  State 
Papers,  Naval  Affairs,  IV,  p.  484. 


NOTE  C.  APPENDIX. 


237 


NOTE  C. 

Extract  from  the  report  of  Mahlon  Dickerson,  Secretary  of  the 
Ravy,  December  8,  1835.* 

The  compensation  to  be  given  by  the  late  pay-bill  to 
professors  of  mathematics  is  such  as  to  command  the  serv 
ices  of  those  who  are  every  way  competent  to  perform  the 
duties  of  this  station.  A  regulation  is  adopted  to  appoint 
none  to  this  station  who  shall  not  receive  a  certificate  of  com 
petency  after  submitting  to  a  rigid  examination  by  scientific 
gentlemen  who  shall  be  appointed  for  that  purpose.  This 
will  be  of  great  advantage  to  the  young  officers  of  the  Nayy; 
and  if  a  large  portion  of  them  should  be  called  into  active 
service  by  employing  an  additional  naval  force  for  the  pro 
tection  of  our  commerce,  they  will  be  enabled  to  perfect 
themselves  in  seamanship,  the  most  important  part  of  their 
education,  and  which  can  be  acquired  only  at  sea ;  but  to 
make  them  accomplished  officers,  something  more  is  required 
than  can  probably  be  derived  from  those  sources.  A  knowl 
edge  of  military  tactics,  of  engineering  and  drawing,  is  deemed 
indispensable  in  the  education  of  an  officer  of  the  Army,  and 
which  ought  to  be  deemed  equally  so  in  the  education  of  a 
naval  officer.  So  much  of  chemistry,  geology,  and  natural 
history  as  is  taught  at  the  Military  Academy,  although  not 
absolutely  essential  to  the  military  or  naval  officer,  yet  is  de 
cidedly  more  important  to  the  latter  than  to  the  former. 

*  American  State  Papers,  Naval  Affairs,  IV,  732. 


238  THE  NAVAL  A  CADEM Y. 

If  provision  should  be  made  for  the  admission  of  a  class 
of  one  hundred  midshipmen  at  a  time  at  the  Academy  at 
West  Point,  to  pursue  such  studies  as  should  be  prescribed 
by  the  Navy  Department,  and  to  be  succeeded  at  the  end  of 
one  or  two  years  by  another  class,  all  in  their  turn  might 
receive  the  advantage  of  this  course  of  studies,  highly  nec 
essary  to  their  education  as  accomplished  officers  of  the 
Navy,  and  at  a  small  expense ;  as  the  midshipmen,  while  at 
the  Academy,  would  receive  no  more  pay  than  if  attending, 
the  schools  at  the  navy-yards,  or  if  waiting  orders. 


NOTE  D.  APPENDIX. 


NOTE  D. 

Report  of  the  Committee  on  Naval  Affairs  on  the  expediency  of 
the  establishment  of  a  naval  scJwol ;  communicated  to  the  Senate 
May  14,  1836. 

Mr.  Southard,  from  the  Committee  on  Naval  Affairs,  re 
ported  a  bill  to  establish  a  naval  academy;  which  was  read, 
and  ordered  to  a  second  reading.  The  report  is  as  follows : 

"The  Naval  Committee,  to  whom  were  referred  the  resolu 
tions  of  sundry  officers  of  the  Navy  in  relation  to  a  naval 

school,  report : 

######* 

"  They  have  directed  their  chairman  to  report  a  bill  for  a 
naval  school. 

"At  the  last  session  of  the  Senate  a  bill  was  introduced  for 
this  object,  and  subsequently  reported  by  the  committee,  but 
was  not  finally  acted  upon.  In  again  presenting  it  to  the 
Senate,  the  committee  are  influenced  by  a  strong  and  decided 
conviction  of  its  indispensable  necessity  to  the  public  interests 
and  to  the  efficiency  of  the  Navy. 

"  Our  Navy  visits  every  land  and  every  ocean.  It  protects 
a  commerce  at  this  moment  as  valuable  as  that  of  any  other 
nation,  though  less  than  one  other  in  amount  of  men  and 
tonnage,  scattered  over  the  whole  habitable  globe  and  exposed 
to  dangers  of  every  possible  description.  In  the  protection 
of  this  commerce  our  naval  officers  are  often  brought  in  con 
tact  with  the  governments  and  official  agents  of  every  civilized 
nation,  and  are  often  obliged  to  have  intercourse  with  them 


240 


THE  NAVAL  ACADEMY. 


upon  subjects  which  can  only  be  properly  treated  by  well- 
educated  and  well-informed  men.  They  are,  indeed,  our 
national  representatives  in  all  other  countries,  and  from  them 
much  of  the  estimate  of  us,  as  to  our  manners,  intelligence, 
and  character  as  a  nation,  must  be  drawn.  It  is  not  possible 
that  their  duties  can  be  performed  in  the  manner  in  which  we 
should  desire  without  science,  intelligence,  and  knowledge. 
Besides,  we  are  a  growing  nation,  and  it  is  our  interest  and  our 
duty  to  draw  from  every  other  region  every  species  of  knowl 
edge  which  can  be  useful  to  us.  This  can  be  more  effectually 
and  usefully  accomplished  by  this  than  by  any  other  class  of 
our  citizens.  But  how  can  all  these  be  accomplished  by  them 
without  proper  practical  and  useful  education  ?  And  where 
are  they  to  receive  this  education  ?  They  are  appointed  when 
mere  boys  —  generally  between  the  ages  of  fourteen  and 
seventeen  —  when  it  is  not  possible  that  they  should  be  well- 
informed  and  disciplined  scholars.  Their  situation  and  duties 
in  the  service  render  it  equally  impossible  that  they  should 
make  extensive  literary  or  scientific  acquirements  beyond  the 
mere  practical  duties  of  the  seaman.  They  have  not  pay 
enough  at  that  period  of  their  service  to  purchase  the  means 
of  instruction,  nor  time  enough  to  acquire  it. 

"The  only  mode  by  which  it  can  be  secured  is  by  the  es 
tablishment  of  a  school  which  shall  combine  literary  and 
scientific  instruction  with  the  practical  performance  of  a 
portion  of  their  duties;  and  this  may  be  accomplished  by 
competent  teachers,  and  by  connecting  with  the  school  one 
or  more  small  vessels,  in  which  they  may  be  compelled,  under 
proper  guidance,  to  perform  in  turn  all  the  services  of  the 
common  sailor  with  those  also  which  belong  to  office  and 
command."  (Gales  &  Seaton's  Register  of  Debates,  12,  p. 
I453- 


NOTE  E.  APPENDIX. 


241 


NOTE  E. 

Rules  and  regulations  for  the  government  of  the  United  States 
Naval  School  at  Fort  Severn,  Annapolis. 

ARTICLE  i.  The  laws  and  regulations  for  the  government 
of  the  Navy  of  the  United  States  are  to  be  strictly  observed 
by  every  person  attached  to  the  school. 

ART.  2.  All  regulations  for  the  discipline  and  government 
of  the  school  issued  from  time  to  time  by  the  Superintendent 
must  be  strictly  obeyed. 

ART.  3.  All  officers  are  required  to  observe  toward  each 
other  a  courteous  deportment,  and  to  conduct  themselves  on 
all  occasions  with  propriety  and  decorum. 

ART.  4.  Officers  having  cause  of  complaint  against  any 
person  connected  with  the  school  will  make  known  such 
cause  to  the  Superintendent. 

ART.  5.  The  professors  will  be  held  responsible  for  the 
regular  and  orderly  conduct  of  their  respective  classes  while 
under  their  immediate  instruction. 

ART.  6.  As  obedience  and  subordination  are  essential  to 
the  purposes  of  the  school,  all  midshipmen  are  required  to 
obey  the  commands  of  the  professors.  The  strictest  atten 
tion  to  order  and  study  is  required  in  the  recitation-halls; 
and  no  midshipman  will  be  allowed  to  absent  himself  from 
them  without  permission  from  a  professor. 

ART.  7.  No  person  will  be  excused  from  the  performance 
of  his  duties  on  the  plea  of  sickness,  unless  so  excused  by 
the  surgeon ;  and  no  officer  whose  name  is  on  the  sick-list 
16 


2 4 2  THE  NAVAL  ACAD EM Y. 

will  be  permitted  to  leave  the  bounds  of  the  institution  un 
less  it  is  recommended  by  the  surgeon. 

ART.  8.  The  professors  are  required  to  keep  records  of  all 
the  recitations,  and  report  weekly  to  the  Superintendent  the 
progress  and  relative  merit  of  the  students,  and  their  absences 
and  all  other  delinquencies.  From  these  weekly  reports  the 
Superintendent  will  make  a  quarterly  report  to  the  Secretary 
of  the  Navy. 

ART.  9.  The  professors  are  not  permitted  to  exercise  any 
discretionary  power  in  excusing  the  students  for  absence  from 
recitation  or  for  tardiness,  but  must  report  all  such  cases  to 
the  Superintendent. 

ART.  10.  During  the  hours  appropriated  to  study,  previous 
to  recitations,  the  midshipmen  are  directed  to  confine  them 
selves  to  their  rooms  for  that  purpose,  and  are  not  permitted 
to  lounge  or  promenade  about  the  grounds  of  the  institution. 

ART.  ii.  A  conduct-roll  will  be  kept  by  the  Superintend 
ent,  to  be  laid  before  the  board  of  examiners,  to  embrace  all 
improprieties  committed  at  the  school — such  as  neglect  of 
duty,  insubordination,  disobedience  of  orders,  inattention  to 
studies,  tardiness  at  recitations,  breaking  liberty,  incorrect 
deportment  at  recitation,  indecorous  conduct  at  the  mess- 
table  or  elsewhere,  irregularity  at  meal-hours.  All  serious 
offences  will  be  reported  to  the  Secretary  of  the  Navy  for  his 
action. 

ART.  12.  As  one  of  the  objects  of  the  Government  in  re 
taining  "acting  midshipmen"  at  the  school  previous  to  their 
being  sent  to  sea  is  to  ascertain  whether  their  qualifications 
and  deportment  are  calculated  to  reflect  credit  upon  the  Navy 
if  retained  in  it,  there  will  be  a  semi-annual  examination  of 
the  junior  class  of  acting  midshipmen  in  all  the  branches 
taught  them  since  joining  the  school. 

ART.  13.  No  midshipman  is  permitted  to  go  beyond'the 


NOTE  E.  APPENDIX.  -243 

limits  of  the  institution  without  permission  from  the  Super 
intendent  or  officer  in  charge. 

ART.  14.  One  midshipman  from  each  room  occupied  by 
the  students  will  perform  the  duties  of  superintendent  of  the 
room  for  one  week;  and  he  will  be  held  responsible  for  the 
cleanliness  and  general  neat  arrangement  of  the  room. 

ART.  15.  No  midshipman  shall  remove  from  the  room 
assigned  to  him  without  permission  from  the  Superintendent. 

ART.  1 6.  No  midshipman  shall  bring,  or  cause  to  be  brought, 
within  the  limits  of  the  institution,  any  wine,  porter,  or  other 
intoxicating  or  spirituous  liquors. 

ART.  17.  No  midshipman  shall  cook  or  prepare  food  in  his 
room,  or  give  any  entertainment,  without  permission  from  the 
Superintendent. 

ART.  1 8.  No  meals  are  to  be  furnished  to  midshipmen  in 
their  rooms  except  in  cases  of  sickness,  and  then  only  by  the 
surgeon's  orders. 

ART.  19.  Smoking  cigars  is  prohibited  in  any  of  the  mid 
shipmen's  rooms,  recitation-halls,  or  rness-room.  Chewing 
tobacco  in  the  mess  and  recitation  rooms  is  positively  pro 
hibited;  and  no  acting  midshipman  will  be  permitted  to  chew 
or  smoke  tobacco. 

ART.  20.  The  students  are  cautioned  and  enjoined  not  to 
mark,  cut,  or  in  any  manner  deface  or  injure  the  public  build 
ings  or  property  of  any  kind. 

ART.  21.  The  midshipmen  must  prepare  their  clothes  for 
the  washerwoman  before  recitation-hours  on  Monday  morn 
ing. 

ART.  22.  A  midshipman  shall  be  detailed  as  "officer  of  the 
day,"  whose  duty  it  shall  be  to  carry  into  effect  any  orders  he 
may  receive  from  the  Superintendent.  His  duties  will  com 
mence  at  8  a.  m.  and  continue  until  10.30  p.  m.  He  will 
occupy  office  No.  i,  at  the  gate,  and  not  absent  himself 


244  THE  NA  VA  L  ACA  DE 


from  there  longer  than  his  duties  render  it  necessary.  He 
will,  when  applied  to  by  visitors  and  strangers,  give  any  in 
formation  required  respecting  the  institution  or  persons  con 
nected  with  it.  The  watchmen  will  be  under  his  orders,  and 
assist  him  in  executing  the  orders  of  the  Superintendent.  He 
will  occasionally  walk  through  the  yard  and  see  that  no  im 
proprieties  are  committed  by  any  one.  He  is  not  to  visit  any 
of  the  midshipmen's  rooms,  except  on  duty.  He  will,  at 
10.30  p.  in.,  see  all  lights  and  fires  extinguished  in  the  reci 
tation-halls,  mess-room,  kitchen,  and  midshipmen's  rooms, 
and  report  to  the  Superintendent.  The  watchman  will  accom 
pany  him  to  extinguish  the  fires  and  lights.  He  will  keep  a 
record  of  the  weather,  height  of  the  barometer  and  ther 
mometer  at  the  hours  of  8  a.  m.,  meridian,  and  8  p.  m.  He 
will  record  the  arrival  or  departure  of  any  officer  attached 
to  the  school,  mention  in  the  record-book  the  number  of 
mechanics  and  others  employed  from  day  to  day,  and  insert 
the  names  of  all  visitors  to  the  institution  in  the  visitors' 
register.  A  watchman  will  remain  at  the  gate  during  the 
meal-hours  of  the  officer  of  the  day.  The  meal-hours  are 
as  follows:  Breakfast  at  8  a.  m.,  dinner  at  1.30  p.  m.,  and 
supper  at  6  p.  m. 

ART.  23.  The  midshipmen  who  wish  permission  to  visit 
the  city  of  Annapolis,  or  go  beyond  the  bounds  of  the  insti 
tution,  will  record  their  names  in  the  liberty-book  by  4 
o'clock  p.  m.  of  each  day.  The  "  officer  of  the  day  "  will 
take  charge  of  the  liberty-book,  and  submit  the  list  of 
applicants  at  that  hour  to  the  Superintendent,  or  officer  in 
charge  during  his  absence,  for  his  approval.  Permission  to 
be  absent  will  be  granted  only  after  the  regular  hours  appro 
priated  to  recitations  and  study  during  the  day,  and  extend 
only  until  10  o'clock  p.  m.,  unless  by  special  permission  to 
exceed  that  hour.  All  midshipmen  must  report  their  return 


NOTE  E.  APPENDIX. 


245 


to  the  officer  of  the  day,  who  is  directed  to  note  the  time 
of  such  return  in  the  liberty-book,  for  the  inspection  of 
the  Superintendent  or  commanding  officer  at  9  o'clock  the 
following  morning.  In  the  absence  of  the  officer  of  the 
day  from  his  office,  officers  will  note  the  time  of  their  re 
turn  opposite  their  names.  Any  officer  who  is  on  the  sur 
geon's  report,  desiring  liberty,  will,  after  obtaining  his  consent, 
insert  opposite  his  name  "  doctor's  consent." 

The  liberty -book  is  to  be  regarded  as  an  official  record, 
exhibiting  faithfully  each  officer's  return  to  the  institution; 
and  all  entries  must  be  made  in  ink. 

Approved : 

GEORGE  BANCROFT. 

NAVY  DEPARTMENT,  August  28,  1846. 


246  THE  NAVAL  ACADEMY. 


NOTE  F. 

DETERMINATION   OF  THE  WAVE-LENGTH  OF  A  RAY  OF 

LIGHT. 

Bv  CADET-MIDSHIPMAN  S.  J.  BROWN,  FIRST  CLASS,  1876. 

This  determination  was  made  by  means  of  an  improvised 
spectrometer.  A  large  Duboscq  spectroscope  was  used,  by 
removing  the  prisms  from  the  table,  and  placing  in  the  centre 
of  the  table  the  rulings  on  glass,  which  were  to  produce  the 
diffraction-spectra. 

In  order  to  find  the  number  of  rulings  on  the  glass,  and 
their  distance  apart,  placed  the  ruled  side  of  the  glass  in 
contact  with  a  steel  scale  graduated  to  .2mm.  Placed  both 
under  a  microscope,  with  the  right  edge  of  the  rulings  over 
the  centre  of  a  division  of  the  scale;  then  counted  the  rulings 
and  the  divisions  of  the  scale  as  they  moved  past  a  black 
spot  on  the  eye-piece  of  the  microscope.  I  counted  294 
spaces  on  the  glass,  the  289^  line  coming  exactly  on  the 
25th  division  of  the  scale,  leaving  6  lines  over.  The  number 
of  rulings  to  a  scale-division  is  equal  to  288—  25  =  up. 
Hence,  6  lines  would  be  ^  =  .5208  divisions  of  the  scale; 
the  whole  distance  25.5208;  and  consequently  the  rulings 
are  .oi736imm  apart,  a  distance  too  great  to  secure  the  most 
accurate  result.  These  measurements  were  repeated  many 
times. 

To  get  the  glass  in  truly  perpendicular  position  to  the 
spectroscope-table,  I  imbedded  it  in  a  piece  of  cork,  placrag 


NOTE  F.  APPENDIX. 


247 


the  rulings  vertical  or  parallel  to  the  face  of  the  telescope 
and  parallel  to  the  slit.  Placed  the  second  telescope  180° 
from  the  other,  so  that  their  axes  coincided,  which  was 
known  by  the  position  of  the  image  of  the  slit  on  cross-hairs. 
I  found  that  six  turns  of  the  micrometer-screw  moved  the 
second  telescope  through  one  degree.  There  were  fifty  divis 
ions  on  the  micrometer-head,  or  one  division  =  12". 

Placed  metallic  sodium  in  the  flame,  and  measured  from 
right-hand  edge  of  central  band  to  right-hand  edge  of  the 
second  diffraction-band  on  the  right;  then  reversed  the  screw, 
and  read  from  right-hand  edge  of  second  diffraction-band  on 
the  right,  to  the  same  edge  of  second  band  on  the  left.  The 
mean  of  the  several  angles  taken  was  i°  56'  i".2.  The  wave 
length  of  the  ray  is  /  sin  <f,  where — 

(f  =  i°  56'  i".2,  and  /  =  distance  of  rulings  apart. 

/  =  .017631 log  8.2462769 

<p  =  i°  56'  i" ' .2 log  sin  8.5281641 


Wave-length  =  .ooo5948tum log  6.7744410 

This  is  for  the  D2  line  of  the  solar  spectrum. 

| 

DETERMINATION  OF  SPECIFIC  HEAT  OF  LEAD. 

By  CADET-MIDSHIPMAN  H.  C.  GEARING,  FIRST  CLASS,  1876. 

The  method  employed  was  that  of  mixture,  by  mixing  lead 
of  known  weight  with  a  known  weight  of  water,  and  from 
the  weights  and  rise  of  temperature  computing  the  specific 
heat.  Two  thermometers  were  used  in  the  experiment :  one 
marked  "  Celsius  "  and  the  other  "  C."  Thermometer  marked 
"Celsius"  when  placed  in  melting  ice  read  o°.8;  in  steam  of 
boiling  water,  ioo0.3.  Thermometer  marked  "  C,"  in  melting 
ice,  read  o°.6;  in  steam  of  boiling  water,  ioo°.4.  The  ba 
rometer  read  at  the  time  30.20  inches;  attached  thermometer? 


248  THE  NAVAL  A CA DEM Y. 

73°  F.  =  22°.77  C.  The  barometric  height  corrected  for  tem- 
perature=/z  — 0.000181  h  .  /,  where  h  is  the  observed  height 
and  /is  the  temperature  centigrade,  and  o.oooiSr  is  the  co 
efficient  of  expansion  of  mercury.  The  true  height  of  ba 
rometer  was  found  by  this  formula  to  be  30.08  inches.  The 
boiling-point  of  water  corresponding  to  this  height,  given  in 
standard  tables,  is  ioo°.i5.  The  change  in  error  of  Celsius 
for  100°  is  o°.65;  of  C,  o°.35.  If  the  changes  in  the  errors 
of  the  thermometers  be  taken  as  uniform,  change  in  error  for 
Celsius  in  i°— o°.oo65;  in  C,  o°.oo35. 

The  water  was  placed  in  a  small  glass  vessel,  which  was 
itself  placed  in  a  larger  vessel,  the  contact  being  prevented 
by  wrappings  of  cotton  yarn  about  the  smaller  vessel.  This 
was  to  prevent  loss  of  heat  by  radiation  or  conduction.  Ob 
tained  the  weight  of  the  specimen  of  lead  (pure),  smaller 
glass  vessel,  and  water  (distilled),  by  method  of  double 
weighing.  Suspended  the  lead  by  a  silk  thread  in  a  vessel 
whose  temperature  was  maintained  constant  by  being  sur 
rounded  by  steam,  and  obtained  the  temperature  to  which  it 
was  raised  by  thermometer  Celsius.  When  reading  of  ther 
mometer  became  stationary,  quickly  removed  the  Jead  and 
placed  it  in  the  water,  whose  temperature  was  previously 
ascertained  by  thermometer  C.  Kept  stirring  the  lead  and 
water  well  until  the  highest  reading  of  thermometer  C  had 
been  obtained.  If  M  is  the  mass  or  weight  of  the  specimen 
of  lead,  c  its  specific  heat,  T  the  temperature  of  the  lead, 
m  the  weight  of  water,  m\  that  of  the  smaller  glass  vessel,  c\ 
the  specific  heat  of  glass,  0  the  final  temperature  of  lead  and 
water,  /  the  original  temperature  of  water,  we  have  the  for 
mula: 

M  c  (T  —  0)  =  ;;/  (  0  —  /)  +  ml  ^  (0  —  t) 


NOTE  F.  APPENDIX.  249 

In  the  experiment — 

M  =.41405  Ibs.,  ;«=. 44422  Ibs.,  m\  =  .13318  Ibs.,  ^i  =  .  19768- 
Temp,  of  lead,  by  Celsius,  =  97°,  corrected  =  96°.83  =  T 
Temp,  of  water,  by  C,          =  23°,  corrected  =  22°.48  =  / 
Final  temp.,  by  C,  =  25°,  corrected  =[24°. 49  =  0. 

These  values  substituted  in  the  above  equation  give — 

c  _  (.44422  +  .02611)  x  2.01  =  .9453633 
.41405  X  72.34  29.9524 

c  =  0.03156,  the  specific  heat  of  lead. 


DETERMINATION  OF  THE  SPECIFIC  HEAT  OF  CADMIUM, 

BY  CADET-MIDSHIPMAN  E.  M.  KATZ,  FIRST  CLASS,  1876. 

The  experiments  were  conducted  according  to  the  "  method 
of  mixtures."  When  two  bodies  of  unequal  temperature  are 
brought  together,  the  hotter  gives  off  heat  to  the  colder  until' 
their  temperatures  are  equal.  The  increase  or  decrease  in 
temperature  will  be  inversely  as  the  capacity  of  the  body  for 
heat.  Referring  the  capacity  thus  found  to  a  unit  mass,  we- 
obtain  the  specific  heat  of  the  body. 

In  the  experiments,  a  hot  piece  of  cadmium  was  plunged 
into  a  mass  of  distilled  water ;  the  original  and  resulting  tem 
peratures  being  observed  both  for  the  metal  and  water.  To 
ri  eat  the  cadmium,  it  was  placed  in  an  air-space  surrounded 
by  steam  at  100°  C.  In  this  space,  a  thermometer  was  also 
placed.  The  water  was  contained  in  a  beaker  placed  inside 
of  a  larger  beaker,  the  two-  being  kept  apart  by  a  cotton 
skein  wrapped  about  the  top  of  the  inner  one.  This  pre 
vented  most  of  the  loss  of  heat  by  radiation  and  conduction. 
In  recording  temperatures,  two  thermometers  were  used;  one 
being  marked  "  Celsius,"  the  other  marked  "  C."  The  fol 
lowing  comparisons  were  taken : 


250  THE  NA  VA L  ACA DEM Y. 

In  steam  of 
In  melting  ice.     boiling  water. 

Celsius   00°. 8  i°o°-3 

C oo°.6  100°. 4 

Barometer,  30". 2;  thermometer  attached,  73° F  =  22.77°  C. 

Reducing  the  barometer  to  what  it  would  have  been  at  o° 
C.,  b  =  $o".2  —0.000181  X 30". 2x22. 77=30". 08  =  764™™. 

Under  a  pressure  of  764mm,  the  boiling-point  of  water  is 
1 00°.  1 5  C. 

To  correct  the  readings  of  each  thermometer  for  a  reading 
a,  we  therefore  have — 

For  Celsius,  a  +  .8  —  .0065  a 
For  C,  a  -f  .6  —  .0035  a 

Used  "  double  weighings,"  viz :  first  weighed  the  body 
against  a  counter-weight,  and  then  removed  the  body  and 
put  weights  in  its  place.  This  eliminated  errors  of  the  bal 
ance. 

Record  of  the  two  measurements. 

• 

Weight  of  cadmium,  .16988  Ib.  .16955  lb.* 

Weight  of  water,  .94460!^  .6176  lb. 

Weight  of  inner  beaker,  .20668  lb.  •I35?  lb. 
Temperature  of  cadmium,  95°  [thermometer  Celsius]  98° 
Temperature  of  water,  19°. 2  [thermometer  C]  22°.6 

Resulting  temperature,     20°      [thermometer  C]  23°. 8 

Thermometer-reductions. 
95°     [Celsius]  =95°.i8  C.     98°     [Celsius]  =  98°.2  C. 

I9°.2   [C]  =  I9°.73   C.       22°,6   [C]  =  23°.I    C. 

20°     [C]  =  20°.53C.     23°.8[C]  =24°.3C. 

*  This  loss  of  weight  was  occasioned  by  the  cadmium  dissolving  in  the 
water  during  the  interval  between  the  experiments,  thereby,  also,  render 
ing  scraping  necessary.  « 


NOTE  F.  APPENDIX.  251 

First  Second 

measurement,    measurement. 

Cadmium  fell  in  temperature,               74°-65  C.  73°-96   C. 

Water  and  glass  rose  in  temperature,  00°. 8    C.  i°.2     C. 

Mean  temperature  of  water,                 20°.  13  C.  23°. 7     C. 

Mean  specific  heat  of  water,                 1.0012162  1.00153 

Formula. 

M  T  C  =  m  t  c  +  m1  t'  c' 
M  =  mass  of  cadmium. 
in  =  mass  of  water. 
m'=  mass  of  glass. 

T  =  range  of  temp,  through  which  cadmium  fell. 
t  =  range  of  temp,  through  which  water  rose. 
/'  =  range  of  temp,  through  which  glass  rose. 
C  =  specific  heat  of  cadmium. 
c-  =  specific  heat  of  water. 
c'  =  specific  heat  of  glass. 

First  measurement. 

.16988  x  74.65  JT  =  .9446  x   .8  x  1.00122  +  .20668  x   .8  x   .19768 

.  16988.  .log  =  9.23014- 10    0.9446  .  .log  =  9.97525-  10    0.20668  .  .log  =  9.31530-  10 
74.65     .  .log  =  i .87303  0.8         .  .log  =  9.90309- 10    0.8          .  .log  =  9.90309- 10 

1. 00122.  .log  =  0.00052       0.19768  .  .log  =  9.29597-  10 

1.10317 

°-75659-  -log  =  9.87886-  10    0.032686.  .log  =  8.51436-  10 
0.03268 

0.78927.. log  =  9.89723-  10 
log  =  1.10317 

No.  Corr.  =  .06223.9  =  specific  heat,  log  =  8.79406-  10 
Second  measurement, 

.16955  x  73. 9  .r  =  .6176  x  1.2  x  1.00153  +  .1358  x  1.2  x   .19768 
.16955.  .log  =  9.22930- 10  0.6176   .  .log  =  9.79071- 10    0.1358    .  .log  =  9.13290-  10 

73-9  .  .lOg  =    1.86864  1.2  .  .lOg  =  0.07918-  10       1.2  .  .lOg  =  0.07918-  10 

1.00153.  .log  =  0.00065  0,19768  .  .log  =  9.29597- 10 

1.09794  ,     -• 

0.74223.  .log  =  9.87054.-  10  0.03222.  .log  =  8.50805-  10 

0.03222 

o .  77445 . .  log  =  9 . 88890-  ro 
log  =  1.07994 

No.  Corr.  =  .061795  =  specific  heat,    log  =  8.79096-  10 

Mean  result  =  .062017. 
Atomic  weight  =  112.  Atomic  heat  =  122  x  .0620:7  =  6.9. 


252  THE  NA  VAL  ACADEMY. 

THE  DETERMINATION  OF  THE  LATENT  HEAT  OF  STEAM. 

BY  CADET-MIDSHIPMAN  WALTER  MCLEAN,  FIRST  CLASS,  1876. 

The  thermometer  marked  "  Celsius"  was  used  in  this  deter 
mination.  This  thermometer,  placed  in  melting  ice,  read 
o°.8,  and,  in  the  vapor  of  boiling  water,  ioo0.3.  The  water 
was  boiled  under  the  following  conditions:  bar.  3oin.2  = 
767mm.o66i;  att.  ther.  73°  F.=  22°.777  C.  The  height  of 
bar.  was  corrected  by  the  formula  b=  I — .000181  //,  where 
b=.  corrected  height  of  bar.,  /=  height  of  bar.  as  read  = 
767mm.o66i.,/r=att.  ther.  =  22°-777,  and  .000181  =coef.  of 
expansion  of  mercury,  b  =  763mm. 75 182.  The  temperature 
of  steam,  under  above  conditions,  as  determined  by  Regnault,. 
=  100°.  142.  The  temp,  of  steam,  as  marked  by  ther.  usedr 
=  ioo°.3  .•.  correction  to  be  applied  to  ther.  =  —  o°.i58. 
The  temp,  of  freezing  by  ther.  =  o°.8  .  • .  correction  to  ther. 
=  —  o°.8.  Hence,—  o°.642  =  change  in  correction  of  ther. 
between  boiling  and  freezing  points,  and  —  o°. 00642  =  correc 
tion  to  be  applied  to  reading  of  ther.  for  each  degree.  To 
determine  the  " water-equivalent"  of  the  ther.  used,  weighed 
a  quantity  of  water  in  a  test-tube,  read  its  temp,  by  ther., 
and  then  heated  ther.,  and  placed  it  in  the  water  and  noted 
the  rise  in  temp. '  Then 

mc(T  —  0)  =  m1  (0  —  t)  +  m"  c' (0  —  t] 

where  m  =  wt.  of  ther.,  T  =  temp.  ther.  was  raised  to,  0  = 
temp,  of  water  after  the  ther.  was  introduced,  m1  —  wt.  of 
water,  /  =  temp,  of  water  at  first,  m"  =  wt.  of  tube,  and  c1  = 
sp.  heat  of  glass  in  tube.  The  amount  of  water  taken  =.oi 
lb.,  wt.  of  tube  =.04188  lb..  temp,  of  water  at  commence 
ment  =  23°  (per  ther.)  =  22°.853,  heated  ther.  to  90°  = 
89°.422,  and  temp,  of  water  after  ther.  was  introduced  was 
25°  =  24°.84. 


NOTE  F.  APPENDIX.  253 

.-.me  (89°.422  -  24°.84)  =  ;//'  (240.84  -  22°.853)  +  .o4i88  x 
.i98x(24°.84-220.853) 


.. 

64.582 

I  then  made  a  calorimeter  by  taking  two  glass  beakers,  one 
being  considerably  larger  than  the  other.  Around  the  top  of 
the  smaller  one  placed  a  grommet  of  cotton  yarn,  and  then 
placed  it  in  the  larger  one,  the  grommet  preventing  contact, 
and  forming  a  non-conducting  jacket  of  air  between  the  two. 
A  glass  retort  was  filled  with  water,  the  end  of  the  neck  being 
fitted  with  a  small  tube  bent  at  right  angles.  The  water  in 
the  retort  was  made  to  boil,  the  steam  escaping  by  the  small 
tube.  While  the  water  was  boiling,  noted  the  bar.  29^.82 
and  att.  ther.  78°  F.,  and,  as  before,  determined  the  temp,  of 
steam  under  these  conditions  to  be  99°.  786.  While  the  water 
was  still  boiling,  and  steam  was  emitted  from  the  tube,  the 
tube  was  introduced  into  the  calorimeter  and  steam  condensed. 
Care  was  taken  to  prevent  the  steam  from  condensing  before 
it  reached  the  calorimeter  by  keeping  the  neck  heated,  as  it 
was  necessary  that  the  water  in  the  calorimeter  should  receive 
heat  from  the  steam  alone.  The  distance  that  the  end  of  the 
tube  was  immersed  below  the  water  in  the  calorimeter  was 
measured,  and  the  increase  in  temp,  of  steam  calculated, 
and  found  to  be  o°.oo4,  so  that  the  temp,  of  steam,  as  it 
entered  the  calorimeter,  was  99°.  7  9.  Before  introducing  the 
steam  into  the  calorimeter,  the  small  beaker  containing 
water  was  weighed,  its  weight  being  .67203  Ib.  The  beaker 
alone  weighed  .13583  Ib.,  so  that  the  water  weighed  .5362 
Ib.  Immediately  before  introducing  the  steam,  the  temp,  of 
the  water  was  noted,  and  found  to  be  26°  =  25°.  833  ;  and  the 
supply  of  steam  was  stopped  when  the  temp,  had  risen  to 
52°  =  5i°.667.  Then  the  beaker  and  water  were  again 
weighed,  the  wt.  being  .69693,  giving  .0249  Ib.  of  con- 


254 


THE  NAVAL  ACADEMY. 


densed  steam.     Having  obtained  these  data  I  was  prepared 
to  calculate  the  latent  heat  of  steam.     From  the  principle 
that  the  amount  of  heat  taken  up  by  the  water  in  the  calorim 
eter,  the  ther.,  and  the   calorimeter   itself,  is  equal  to  the 
amount  of  heat  given  up  by  the  steam  in  condensing,  we  are 
enabled,  with  the  data  obtained,  to  form  an  equation  from 
which  we  may  easily  determine  the  latent  heat  required; 
Letting  M  =  wt.  of  steam  condensed, 
m  =  wt.  of  water, 
m'  =  wt.  of  beaker, 
c'  =  specific  heat  of  glass  in  beaker, 
'  n  =  water-equivalent  of  thermometer, 
T  =  temp,  of  steam, 
/  =  temp.  of  water  at  beginning, 
6  =  temp,  of  water  at  end, 
x  =  latent  heat  of  steam, 
we  see  that 

M#  +  M  (T  —  0)  =  (m  +  u  +  m'c'}  (0  —  t) 
.•.Mx  =  (w+u  +  m'c')  (0  —  t)  —  M  (T  —  0) 
m'  =  .  15583...  ......  log  9.13300 

log  9-29579 


m'  c'  =  .02684  .........  log  8.42879 

7«  =  .5362 

2/  =  .00056 

m1  c1  -\-  m  -\-  u  =       .5636  ......  log  9.75097 


0  —  /=25°.834  .......  log  1.41202 

c1  -\-  m-\-  11)  (B  —  /)  =•  14.554.  .log  1.16299 


NOTE  F.  APPENDIX. 


255 


M  =       .0249 log  8.39620 log  8.39620 

T=99°-79 

T  —  0  =  48°.i23 log  1.68236 

M  (T  —  #)  =  1.1983 log  0.07856 

(m1  d  +  u  +  m)  (0-t)-  M  (T  -  0)  =  13-3557  --log  1.12568 

*=536-39 • log  2.72948 


DETERMINATION  OF  THE  HORIZONTAL  COMPONENT  OF 
THE  EARTH'S  MAGNETISM  AT  ANNAPOLIS,  MD. 

BY  CADET-MIDSHIPMEN  A.  JEFFRIES  AND  H.  M.  WITZEL,  SECOND  CLASS,  1876. 

The  magnetometer  used  is  supported  by  a  tripod.  The  box 
is  leveled  by  means  of  three  foot-screws;  and  the  stand  upon 
which  it  rests  can  be  turned  horizontally  about  an  axis  through 
its  centre.  The  telescope  is  set  upon  the  stand  in  the  pro 
longation  of  the  axis  of  the  magnet.  An  azimuth-circle  is 
used,  in  connection  with  the  telescope,  for  determining  the 
value  of  a  division  of  the  scale,  which  shows  the  deflections 
of  the  magnet  to  the  right  or  left,  and  serves  to  measure  the 
declination.  This  scale  is  engraved  upon  a  plate  of  glass  in 
the  north  end  of  the  magnet,  and  is  read  by  means  of  a  lens 
in  the  south  end.  It  is  numbered  from  o  to  16,  each  num 
bered  division  being  divided  into  ten  equal  parts.  The  mag 
net,  which  is  in  the  shape  of  a  hollow  cylinder,  is  carried  by 
a  stirrup  connected  with  the  torsion-head  by  means  of  several 
fibers  of  cocoon-silk.  The  torsion-head  is  used  to  get  the 
torsion  out  of  the  silk  fibers.  To  do  this,  a  hollow  cylinder 
of  brass,  of  the  same  weight  as  the  magnet  to  be  used,  is 
placed  in  the  stirrup  and  allowed  to  come  .to  rest.  If  its  axis 
does  not  coincide  with  the  magnetic  meridian,  it  is  made  to 
do  so  by  turning  the  torsion-head  to  the  right  or  left. 


256  THE  NA  VAL  A CADEMY. 

In  connection  with  the  box  of  the  instrument  is  a  deflect- 
ing-bar,  which  extends  to  about  thirty  inches  on  each  side;  it 
is  placed  at  right  angles  to  the  box,  so  as  to  be  in  the  plane 
of  the  magnetic  prime  vertical  when  the  box  is  in  the  mag 
netic  meridian.  It  supports  two  long  semi-cylinders  of  brass, 
which  are  graduated  to  tenths  of  a  foot,  and  of  such  a  height 
that  when  the  deflecting-magnet  is  placed  in  them,  the  axes 
of  the  two  magnets  are  at  the  same  level.  The  bar  is  gradu 
ated  in  order  to  show  the  distance  between  the  centers  of  the 
magnets. 

In  making  the  experiments,  the  two  magnets  used  are  of 
different  lengths;  the  short  one  being  3.3  inches  long,  and  the 
long  one  3.9  inches.  The  short*  magnet  is  used  as  the  oscil- 

M 

lating   and  deflecting  magnet   in  determining  M  H  and  - 

ri. 

respectively.  To  obtain  the  values  of  deflections,  it  is  neces 
sary  to  determine  the  value  of  a  scale-division  and  the  mag 
netic  axis  of  the  magnet;  these  were  obtained  from  the  fol 
lowing  observations  made  by  Cadet-Midshipmen  Winterhalter 
•and  Taylor.  To  determine  the  magnetic  axis  of  either  mag 
net,  it  is  placed  in  the  stirrup,  and  made  to  vibrate  through  a 
small  arc,  and  the  extreme  right  and  left  readings  are  noted 
by  means  of  the  telescope;  this  is  repeated  after  the  magnet 
lias  been  turned  180°  in  the  stirrup.  In  the  first  case,  the 
figures  of  the  scale  are  erect,  while  in  the  second  case  they 
.are  inverted. 

*The  long  magnet  should  have  been  used. — W.  T.  S. 


NOTE  F. 


APPENDIX. 


257 


Axis  of  magnet  T.  V.  14. 


Scale-reading. 

M>an 

Means 

Left. 

Right. 

2  and  4. 

E. 

2.8 

7.8 

5-3 

I. 

13.0 

2.65 

7.82 

5-3 

6-55 

E. 

2.7 

7-9 

5-3 

7.81 

I. 

9-5 

6., 

7-8 

Axis  of  magnet  T.  V.  13. 


Magnet. 

Scale-reading. 

Mean. 

Means 
of  i  and  3, 
2  and  4. 

Axis. 

Left. 

Right. 

I. 

15-05 

14.9 

14.97 

E. 

13-2 

13-8 

13-5 

14.89 

14.225 

I. 

i5-3 

i4-3 

14.8 

13-56 

E. 

15-5 

"•75 

13.62 

To  determine  the  value  of  a  scale-division,  the  magnet  is 
stationary  and  the  cross-wires  of  the  telescope  made  to  coin 
cide  with  o  on  the  scale;  at  the  same  time,  the  reading  of  the 
azimuth-circle  is  taken.  The  cross-wires  are  then  brought  to 
i,  2,  3,  4,  &c.,  up  to  the  end  of  the  scale,  the  reading  of  the 
azimuth-circle  being  taken  at  each  number.  The  readings 
are  then  taken  in  the  reverse  order,  and  the  mean  of  the  two 
readings  for  each  division  is  noted.  The  mean  of  all  these 
means  will  be  the  value  of  a  scale-division. 


258 


THE  NAVAL  ACADEMY. 


Value  of  scale-division  of  magnet  T.   V.  13, 


Division. 

Mean  of  two 
readings. 

Value  of  80 
divisions. 

. 

0                 ,           „ 

0           /           // 

10 

235     42     3° 

20 

235       21       00 

30 

234     56     3° 

40 

234     33     0° 

50 

234     10     30 

60 

233     48     30 

70 

233     25     oo 

80 

233       02       30 

90 

232     40     oo 

3     02     30 

IOO 

232     i  8     30 

3     02     30 

no 

231     54     oo 

3     °2     3° 

120 

231     31     oo 

3     02     oo 

130 

231     08     oo 

3     02     30 

140 

23°     45     3° 

3     03     oo 

150 

230       22       30 

3     02     30 

160 

230    oo    oo 

3     02     30 

Mean 

3     02     30 

Value  of  i  division.  .  . 

2'.  28l 

M 

OBSERVATIONS    FOR    —  . 

In  determining  1-,  the  long  magnet  was  placed  in  the  stir- 
H. 

rup  and  the  short  one  used  as  the  deflecting-magnet.  The 
time  was  taken  for  one  hundred  oscillations  in  sets  of  ten,  the 
time  being  noted  at  the  end  of  each  set.  The  oscillations  were 
counted  as  the  magnetic  axis  of  the  magnet  passed  over  the 
cross-wires  of  the  telescope  from  left  to  right.  The  extreme 
scale-readings  were  also  taken,  but  do  not  appear  in  the  work. 
The  deflecting-magnet  was  placed  on  the  east  and  west  ends 
of  the  deflecting-bar,  with  its  north  end  east;  and,  after*  the 


NOTE  F. 


APPENDIX. 


259 


scale-readings  and  times  were  noted,  the  north  end  was 
shifted  so  as  to  point  to  the  west,  and  the  same  readings  were 
taken. 

OBSERVATIONS    FOR    M  H. 

To  determine  the  moment  of  inertia  of  short  magnet  :  Sus 
pend  the  magnet  by  itself,  and  afterward  in  connection  with 
a  ring  of  known  moment  of  inertia,  and  note  the  times  of  one 
hundred  oscillations,  in  sets  of  ten  each,  in  both  cases.  Then 


in  which  K  is  the  moment  of  inertia  of  magnet,  K!  that  of  the 
ring,  and  /  and  t\  the  times  of  oscillation. 

Suspend  the  small  magnet,  and  cause  it  to  oscillate.     Note 
the  times  of  one  hundred  oscillations,  as  before. 

Observations  for  —  . 
H 

De  fleeting-magnet  in  magnetic  prime  vertical-  —  I\Iagnet  T.  V.  14  deflecting, 


Magnet. 

N.end. 

Time. 

Temp. 

Scale- 
readings. 

Alternate 
means. 

Differences. 

Distance. 

h  .     in  . 

0 

W. 

ii     45 

67 

125.2 

\ 

E. 

160.5 

125.2 

35-3 

£ 

W. 

12       IO 

67.5 

125.0 

160.0 

35-0 

'E. 

159-5 

2.2  feet. 

ii     57-5 

67.5 

35-i 

E. 

ii     50 

67 

160.0 

W. 

125.5 

159.6 

34-1 

^ 

E. 

12       15 

68 

159.2 

125-3 

33-9 

Mean 

W. 
s  

67-5 

125.2 

,12       25 

34-° 

12          0 

67.4 

2  n  =  34.6 

260 


THE  NAVAL  ACADEM 


One  scale-division  =  2'. 281 
.  +  - log  o.ooiio 

M_  „/.       P 


M  =  ^  *„„  (,-£,) 

P  = 


A~^l 
A' 

~r*~r? 


Magnet. 

N.end. 

Time. 

Temp. 

Scale 
readings. 

Alternate 
means. 

Differences. 

Distance. 

h.    m. 

0 

*j 

W. 

12     03 

67.5 

131.9 

£ 

E. 

1-53-0 

131-5 

21.5 

W. 

12     25 

69 

131.2 

152.9 

21.7 

E. 

152-7 

12       II 

68.5 

21.6 

1u 

E. 

II       56 

67 

153-0 

vq 

W. 

132.0 

152.3 

20.3 

E. 

12       17 

69 

152.3 

131.9 

20.4 

1 

W. 

131.8 

12          6.5 

68 

20.3 

Means  

12          8.7 

68.1 

2  JU.'  =  2O.9 

log  1.23805 
2'.28i  ......  log  0.35813 

...........  log  o.oono 


=  39'.  562  .....  log  1.59728 


log  tan  8.06099 
log  1.02726 
log  9.  69897 


A  =  .061266  ----  log  8.  78722 

A  ..............  log  8.78722 

r2  ............  colog  9.31516 

.012658  ____  log  8.10238 


/u/  =  iod-45 log  i  .01912 

id  =  2'.28i log  0.35813 

!  +  ->- log  0. 001 10 

//'=23;.897 log  i. 37835 


u' log  tan  7.84203 

rt3 log  1.24491 

% log  9. 69897 

A'  =  .061082 log  8.78591 


A' log  8.78591 

rp colog  9.17006 

.009036.... log  7.95597     f 


NOTE  F. 


APPENDIX. 


261 


J\Ia%net  T,  V.  14  suspended  with  ring  No.  7. —  8  fibers. 


No.  of 
vibrations. 

Time. 

Temp. 

Time  of  50 
vibrations. 

h.    m.      s. 

m.       s. 

0 

i     26    09 

' 

10 

28    28 

20 

30    47-5 

30 

33     °7 

40 

35     26 

50 

37     45 

ii     36 

60 

40    04.5 

72-5 

ii     36  5 

70 

42     24 

.11     36.5 

80 

44     43 

ii     36 

90 

47     03 

ii     37 

IOO 

49     22 

73 

ii     37 

Mean  . 

I  I           "36      < 

1  A           JU  •  J 

t\  =  13-93 

Magnet  T.  V  '  .  14  suspended,  —  8  fibers. 

No.  of 
vibrations. 

_.                      ,_              I  Time   of  52 
lime.                lemp. 
1    vibrations. 

h.  m.   s. 

o 

m  .  s. 

o 

i  57   i-5 

72.25 

IO 

58  34 

20 

2    0   06 

3° 

i  37-5 

40 

3  °9 

50 

4  41 

52 

4  59-5 

7  58 

62 

6  31.5 

7  57-5 

72 

8  03 

7  57 

82 

9  34 

7  56.5 

92 

ii  07 

7  58 

1O2 

12   38.5 

72.5 

7  57-5 

Mean 

7  57  •  4 

t  =  9.181 

262 


THE  NA.VAL  ACADEMY. 


-__  =  .  003622..  colog  2.44105 

A—  A'  —  .000184  ____  log  6.26482 
r*  .  .colog  9.31516 

p 

—  =  .010406  .  .  .  .log  8.02103 
r*  ______ 


—,  =  .99        ----  -99542 

A  ____  log  8.78722 

TT 

^  ....log  8.  78264 
To  determine  M  H. 


W 


M  H 


r—  .10801  ft.        7-i=.  0832  ft.        W  =  89. 839  grams. 
Magnet  T,  J-r.  14  suspended  by  four  fibers. 


No.  of 
vibrations. 

Time. 

Temp. 

Time  of  50 
vibrations. 

h.     in.       s. 

0 

m.    s. 

o 

9     24     38 

10 

26    09 

20 

27     40 

68.75 

30 

29     11.5 

40 

30     44 

5« 

32     15 

7     37 

60 

33     46.5 

7     37-5 

70 

35     16.5 

7     36.5 

80 

36     49-5 

7     38 

90 

38     20.5 

7     36-5 

IOO 

39     5L5 

7     36.5 

Mean 

. 

7     37 

T=9.i4 

NOTE  F.  APPENDIX.  263 

-2 log  0.99430 

y* log  9.69897 

(;-2  +  ^2) }0g  8.26903 

h 

1  +  7 lOg  O.OO022 

W log  1.95347 

1.18843 

f1 log  1.92578 

(A2 — ^2)  -  -  -colog  7.95960 
T2 colog  8.07810 


M  H  .......  log  0.06790 

.......  colog  1.21736 


2)1.28526 

11=4.3917..  log  0.64263 

NOTE.  —  This  value  of  H  is  in  the  foot-grain  system  ;  to 
convert  it  into  the  centimetre-gramme  system,  add  the  log 
arithm  8.66378  to  the  log  of  H  given  above. 

H  =  .2025  in  centimetre-gramme  system. 

M 

In  combining  M  H  with  g,  no  correction  for  temperature 

is  introduced,  because  the  difference  of  temperature  was  so 
small  that  the  correction  would  be  nearly  inappreciable.  The 
dimensions  of  the  inertia-ring  from  which  the  above  dimen 
sions  were  obtained  were  taken  at  86°  F. 

DETERMINATION  OF  THE  DIP  OF  THE  MAGNETIC 
NEEDLE  AND  TOTAL  INTENSITY  OF  EARTH'S  MAG 
NETISM. 

BY  CADET-MIDSHIPMAN  J.  K.  BRICE,  SECOND  CLASS,  1876. 

The  construction  of  the  dipping-needle,  by  which  this  was 


264 


THE  NAVAL  ACADEMY. 


determined,  made  it  necessary  to  determine  the  magnetic 
prime  vertical,  and  from  it  the  meridian.  The  instrument  had 
one  needle,  moving  in  a  vertical  plane;  the  angle  from  the 
horizon  was  measured  by  a  circle  graduated  to  twenty  min 
utes.  The  motion  of  the  instrument  in  azimuth  was  read  by 
means  of  a  circle  graduated  to  read  to  one  minute  by  means 
of  a  vernier.  To  determine  the  prime  vertical,  the  azimuth- 
circle  was  read  when  the  needle  was  vertical.  The  following 
readings  were  taken  : 

Prime  vertical. 


Circle  south. 


Circle  north. 


Face  south. 

Face  north. 

Face  north. 

Face  south. 

71°    30' 

?6°     59' 

77°     l6' 

72°    28' 

Mean  74°  i4'.5 


Mean  74°  52' 


Mean  74°  33'  15" 


The  instrument  was  then  turned  +  90°  and  —  90°  in  azimuth, 
and  the  following  readings  of  the  dip  taken : 


Circle  east. 


Circle  west. 


Face  east. 

Face  west. 

Face  east. 

Face  west. 

N. 

S. 

N. 

S. 

N. 

S. 

N.               S. 

71° 

71°  40' 

69°  30' 

69°  25' 

71°  25' 

71°  30' 

69°  50'       69°  40' 

Mean  70°  23'  45" 

Mean  70°  36'  15" 

Mean  dip  70°  30' 


NOTE  F. 


APPENDIX. 


265 


The  magnetism  of  the  needle  was  then  reversed  by  stroking 
it  with  bar-magnets,  and  the  observations  repeated: 

Ptime  vertical. 


Circle  north. 


Circle  south. 


Face  south. 

Face  north. 

Face  north. 

Face  south. 

27°     oo' 

20°       33' 

19°    57' 

26°     oo' 

Mean  23°  46'  30" 


Mean  22°  58'  30" 


Mean  21°  22' 


Meridian. 


Circle  east. 


Circle  west. 


Face  east.  Face  west.  Face  east.  Face  west. 


N. 

S. 

N. 

S.      N. 

S. 

N. 

S. 

70°  10' 

70° 

71°  40' 

72°    70°  40' 

70° 

71°  50' 

71°  5o' 

Mean  70°  57'  30" 


Mean  71°  5' 


Mean  dip  71°  i'  15" 


Mean  of  two  observations  70°  45'  37.5",  dip. 

The  total  intensity  is  found  by  dividing  H,  the  horizontal 
intensity,  by  the  cosine  of  the  dip  : 


R 
R  = 


H  =4-357 
H    ...............  log     0.63918 

0  .............  log  cos     9.51789 


.$.22 log       I.I2I29 


266  THE  NAVAL  ACADEMY. 

MEASUREMENT  OF  RESISTANCE   OF   YARD-TELEGRAPH. 
Bv  CADET-MIDSHIPMEN  DAVID  AMD  ORCHARD. 

ANNAPOLIS,  June,  1876. 

This  line  is  a  short  one,  used  for  sending  messages  between 
distant  points  of  the  yard. 

The  battery  is  placed  in  the  battery -room  of  the  laboratory, 
and  consists  of  six  gravitation-cells  set  up  in  series.  These 
cells  are  used  because  they  will  produce  a  steady  current  for 
a  long  time  in  a  closed  circuit.  From  the  laboratory  there  are 
two  branches  of  the  line:  one  extending  to  the  new  build 
ings,  connecting  with  a  sounder,  then  connecting  with  the 
earth;  the  other  leads  to  the  office  of  the  officer  in  charge, 
old  buildings,  then  to  the  Superintendent's  office,  and  lastly 
to  the  commandant's  house,  where  connection  is  made  with 
the  earth.  At  each  of  these  stations,  connection  is  made  with 
a  sounder  for  receiving  messages.  In  the  measurement,  a 
Wheatstone's  bridge,  a  single  needle  galvanometer,  and  three 
gravitation-cells  were  used. 

Call  resistance  of  line  to  new  building  A,  and  of  other 
branch  B. 

First.  To  measure  A  or  B,  make  connections  for  bat 
tery  and  galvanometer  as  usual ;  connected  end  of  line  to 
be  measured  between  r  and  battery;  connected  end  of  R' 

with  the  earth.    Took  --=  —  >  distant  end  of  line  to  earth. 
R      10 

Second.  To  measure  A+B,  connections  as  before  except 
that  end  of  other  branch  of  line  was  connected  between  R' 
and  battery.  Both  ends  of  line  to  earth. 

Third.  To  measure  insulation  resistance,  insulate  both  ends 
of  the  line  and  make  connections  as  in  second  case. 

Fourth.  To  measure  resistance  of  both  branches  in  multi 
ple  arc,  connect  both  branches  between  r  and  battery;  the 


NOTE  F.  APPENDIX.  267 

other  ends  being  to  earth.     Connect  R'  and  galvanometer 
with  the  earth. 

The  following  were  the  results  obtained  : 

Resistance  of  A 8.63  ohms. 

Resistance  of  B 17.20  ohms. 

Resistance  of  A-f-B 25-83  ohms. 

Resistance  in  multiple  arc 5.74  ohms  as  measured. 

Resistance  in  mult,  arc  = =5. 74  ohms  as  computed. 

A+B 

Insulation  resistance  of  whole  line,  800,000  ohms. 


TO  DETERMINE  THE  ELECTRO-CHEMICAL  EQUIVALENTS 
OF  COPPER,  ZINC,  HYDROGEN,  AND  OXYGEN. 

By  CADET-MIDSHIPMEN  J.  K.  BRICE  AND  O.  G.  DODGE,  SECOND  CLASS,  1876. 

The  object  of  determining  the  electro-chemical  equivalents 
of  these  elements  is  that,  by  knowing  them,  we  may  be  able 
to  measure  the  strength  of  a  current  of  electricity  passing 
through  any  of  their  electrolytic  compounds,  by  observing 
the  quantity  of  the  element  decomposed  in  a  given  time;  or, 
knowing  the  current,  we  may  find  the  weight  of  the  element 
it  will  deposit  in  a  given  time. 

To  determine  these  quantities,  three  decomposing-cells,  con 
taining  copper  sulphate,  copper  nitrate,  and  zinc  sulphate,  and 
a  voltameter  containing  acidulated  water,  were  placed  in  the 
circuit,  and  a  current  was  sent  through  them  from  five  Grove's 
cells.  The  platinum  electrodes  immersed  in  the  decompos 
ing-cells,  each  positive  one  having  first  been  coated  with  the 
metal  contained  in  the  electrolyte,  were  carefully  weighed 
before  and  after  the  current  was  passed.  From  these  weigh 
ings,  the  exact  weight  of  the  metallic  element  deposited  on 
each  negative  electrode  and  that  taken  from  each  positive 


268  THE  NAVAL  ACADEMY. 

one  was  obtained.  Having  noted  the  whole  time  that  the 
current  was  passing,  the  amount  deposited  per  second  was 
readily  found  from  the  whole  amount  deposited. 

The  current  was  passed  through  the  voltameter  for  a  short 
time  before  beginning  the  experiment  to  saturate  the  water 
with  the  gases;  so  the  difference  between  the  readings  of  the 
voltameter  at  the  beginning  and  end  gave  the  whole  volume 
of  the  gases  decomposed.  These  volumes  had  to  be  cor 
rected  for  temperature  and  pressure  and  tension  of  the  aque 
ous  vapor  that  was  mixed  with  them.  Since  eight  parts,  by 
weight,  of  oxygen  were  liberated  for  every  one  part  of  hy 
drogen,  it  was  unnecessary  to  work  out  the  electro-chemical 
equivalent  of  more  than  one  of  the  gases  from  its  observed 
volume. 

In  order  to  find  the  strength  of  the  current,  it  was  assumed 
that  the  measurements  were  correct,  and  it  was  deduced  from 
the  copper  nitrate  by  dividing  the  weight  of  copper  deposited 
per  second  by  its  electro-chemical  equivalent,  as  taken  from 
Jenkin's  Electricity. 

COPPER  NITRATE. 

Grams. 

Weight  of  positive  electrode  before  experiment. .  .      1.6590 
Weight  of  positive  electrode  after  experiment  ....      1.5825 

Weight  of  negative  electrode  after  experiment  ....    i. 
Weight  of  negative  electrode  before  experiment  .  . .    1.24730 

Weight  deposited  on  negative  electrode °7745 

Weight  dissolved  from  positive  electrode 0765 

Time  current  was  passing, 45  m.  =  45  x  60  sec. 

Electro-chemical  equivalent  of  copper,  .00324  grams. 


C=- 


•°7745 


45  x  60  X  .00324 


NOTE  F.  APPENDIX.  269 

.07745 log  8.88902  — 10 

45 lo§   T-6532i 

60 log   1.77815 

.00324 log  7.51055 

0.94191 

C -  log  7-94711 

COPPER  SULPHATE. 

Grams. 

Weight  of  positive  electrode  before  experiment 14506 

Weight  of  positive  electrode  after  experiment I-3^95 

Weight  of  negative  electrode  after  experiment  -  1-385 

Weight  of  negative  electrode  before  experiment  . . .      1.309 

Weight  deposited  on  negative  electrode 076 

Weight  dissolved  from  positive  electrode 06 n 

Unfortunately,  the  copper  on  the  positive  electrode  was 
all  dissolved  before  the  experiment  was  completed,  which  ac 
counts  for  the  great  difference  between  the  amount  deposited 
and  that  dissolved.  As  soon  as  the  copper  was  all  off  of  the 
positive  electrode,  the  solution,  semi-saturated  at  first,  began 
to  get  weaker.  Furthermore,  the  sulphuric  acid  set  free  at 
tacked  the  deposited  copper.  So  the  deposit  must  have  been 
too  small,  and,  in  consequence,  the  electro-chemical  equiva 
lent  also. 

Electro-chemical  equivalent  = — ^ 

60  X  45  x  C 

.076 log  8.88081  —  10 

60 log  1.77815 

45 loS  r-6532i 

C log  7-94711 

1.37847 

Electro-chemical  equivalent  =  .00318 log  7.50234 


270 


THE  NAVAL  ACADEMY. 


ZINC  SULPHATE. 

Grams. 
Weight  of  positive  electrode  before  experiment 1-2734 

Weight  of  positive  electrode  after  experiment 1.1842 


Weight  of  negative  electrode  after  experiment 1.3562 

Weight  of  negative  electrode  before  experiment  ....    1.2750 

Weight  deposited  on  negative  electrode 0812 

Weight  dissolved  from  positive  electrode 0892 

Electro-chemical  equivalent  of  zinc  =  — '°       — — 

60  X  45  X  C 

.0812 log  8.90956  —  10 

60  X  45  x  C log  1.37847 

Electro-chemical  equivalent  =  .0033968.  . .  log  7.53108 

HYDROGEN. 

Corrected  barometer,  76.6ncm. 
Thermometer,  17.778  C. 

Height  of  column  of  water  in  voltameter,  43.3°™. 
Specific  gravity  of  the  acidulated  water,  1.053. 
Specific  gravity  of  mercury,  13.5592. 
Height  of  an  equivalent  column  of  mercury : 
43-3  *  1-053  =       6     cm 

I3-5592 
Tension  of  aqueous  vapor  in  gas,  1.5170. 

76.611  +  1.517  —  3-3634  =  pressure  on  gas  =  74.765cm 
By  Charles's  law : 

29.6:  V'=  273+17. 773:273 
v/=  29.6X273 

290.778 
By  Mariotte's  law: 

V':Vrr  76 174.765 

y  _  74-765  x  v/_74-765  x  29-6  x  273 
76  290.778X76 


NOTEF.  APPENDIX.  271 

74-765 ....  log   1.87370 

29.6 log  1.47129 

273 r log  2.43616 

5-78II5 

290.778 log  2.46356 

76 log  i. 88081 

4-34437 


V  =  corrected  volume  6f  gas log  1.43678 

Specific  gravity  of  hydrogen  =  .0012932  X  .0693. 
Weight  of  hydrogen  in  grams  =  V  X  .0012932  X  .0693. 

Electro-chemical  equivalent=V  X  'T^2  *^ 

DO  X  45   X  C 

V log  1.43678 

.0012932 log  7.11167  —  10 

.0693 log  8.84073  —  10 

7.38918—10 
60  x  45  x  C log  1.37847 

Electro-chemical  equivalent  =.0001025 6.01071  — 10 

OXYGEN. 
Electro-chemical  equivalent  =  .0001025  x  8  =  .00082 


BRADLEY'S  TANGENT  GALVANOMETER  COIL   No.  2. 

METHOD    OF    FINDING    THE    CONSTANT. 
BY  CADET-MIDSHIPMAN  O.  G.  DODGE,  SECOND  CLASS,  1876. 

The  construction  of  this  instrument  makes  it  impossible  to 
measure  the  size  of  the  coil  or  count  the  turns.  It  is  there 
fore  necessary  to  determine  the  constant  by  comparison  with 
a  standard,  or  by  electrolysis,  the  method  here  employed. 


272 


THE  NAVAL  ACADEMY. 


The  galvanometer,  a  eudiometer  containing  acidulated 
water,  a  decomposing-cell  containing  neutral  copper  sulphate 
semi-saturated,  were  placed  in  circuit  with  three  cells  of  a 
Grove's  battery.  The  eudiometer  used  was  so  made  that 
both  the  oxygen  and  hydrogen  were  collected  in  the  same 
tube,  which  had  been  carefully  calibrated.  Two  strips  of 
platinum,  carefully  cleaned,  were  selected  as  electrodes  for 
the  copper  sulphate.  Upon  one  of  these,  a  reguline  deposit 
of  copper  was  formed  to  act  as  the  positive  electrode.  The 

following  weighings  and  observations  were  made  : 

Grams. 

Positive  electrode  with  copper  deposited i.  6916 

Negative  electrode i.  2768 

The  circuit  was  then  closed,  the  time  being  noted.  The 
deflections  of  the  galvanometer  and  the  readings  of  the 
eudiometer  were  taken  at  intervals  of  five  minutes.  When 
the  circuit  was  broken,  the  barometer  and  thermometer  were 
read. 

Ther. 


Time.                 Galvan. 

Eudiometer.               Bar. 

h.  m. 

/;////.                     inches. 

300                  82.75 

0 

05                   82.75 

23 

10                82.00 

45 

15                 82.00 

66 

20                       ^1.50 

87 

25                       81.25 

107 

3°              8l-25 

127 

35               8o-75 

146 

40              80.50 

164 

45                 80.00 

182                   30.01 

Interval  =  45™. 

Mean  deflection  =  8  1° 

28'  30". 

Volume  of  gases  =  31 

.89  cm.3. 

68.303  F. 


NOTE  F.  APPENDIX.  273 

Positive  electrode  ........................    i  -6349  grams. 

Negative  electrode  .  .    1-3309  grams. 

Deposited  .......  0541     "  Dissolved..     -0567      " 

Mean  ..........  0554     " 


.00324  :  10  webers  :  :  _  ;  x  webers 

6ox45 


60x45x^00324 
C  =  constant  = 


— —~ 
tan  D 


.-.C  = 


•564 


6oX45x-oo324x  tan  D 

•  554  ..................................  log  9-74351 

60  .........................  log  1.77815 

45  ........................   loS  1-653" 

.00324  .....................   log  7.51055 

8i°28/3o//  ...............  log  tan    .82421 

-          1.76612 

C  ......................................    log  7-97739 

C  =  .009492 

32.8cm=column  of  water  in  eudiometer. 
2.4  1  3  icm=  equivalent  column  of  mercury. 

i.76cm=tension  of  vapor  in  eudiometer. 
75.945cm=corrected  height  of  barometer. 

•  '•  75-945  +  1.76  —  2.4131  =  75.  292cm  pressure  on  gases. 


By  the  laws  of  Boyle  and  Charles,  we  have: 
31.89  cm.3:  Vi  ::  293.185  :  273 
.  v  _3I-89X273 

293-185 
Vt  :  V2::  76:  75.292 

.  v  ..31.89  x  273  x75-292 

76x293.185 
18 


274 


THE  NAVAL  ACADEMY. 


V=volume  formed  per  second=  -3.L9_xi73xi5 


-.__ 

76x293.185x60x45 
.1721  :  i  weber  :  :  V  :  x  webers 

V 
"'.1721 

-r  "l7" 

C  =  constant  =  ---  =-  = 


tan  D      .  1 7  2 1  x  tan  JJ 
i.89x  273x75-292 


76  x  60  x  45  x  293.185  x  -1721  x  tan  D 

3T-89  ...........................   log  I-5°365 

273  ............................   log  2.43616 

75-292  ..........................  log  1.87675 

--      5.81656 
76  .............................   log  i.  88081 

60  .............................  log  1.77815 

45  .............................   log  I-6532i 

293-l85  ........................   log  2.46715 

•1721  ..........................   log  9-2357S 

81°  28'  30"  ..................   log  tail     .82421 


...........   og  7-97725 

C=.  009489 


NITRO-GLYCERINE. 

BY  CADET-MIDSHIPMAN  FRANK  J.  SPRAGUE,  THIRD  CLASS,  1876. 

The  germ  of  that  numerous  group,  nitro  substitution  com 
pounds,  may  be  deemed  to  have  started  with  Professor  Cal- 
lan  proposition  to  add  sulphuric  acid  to  the  nitric  acid  of 
Grove's  battery.  The  German  philosopher  Schonbein  inves 
tigated  this  remarkable  mixture,  and  discovered  ozone  and 
gun-cotton,  the  last  of  which  was  patented  by  him  in  1846. 


NOTE  F.  APPENDIX.  275 

Numerous  controversies  arose  as  to  the  nature  of  the  changes 
which  the  cotton  had  undergone,  and,  aroused  by  these,  As- 
cague  Sobrero,  a  pupil  of  Pelouze,  in  Paris,  and  now  profess 
or  of  chemistry  in  the  University  of  Turin,  made  a  series  of 
experiments.  Walter  Crum  having  stated  that  "  pure  gjm- 
cotton  was  lignine,  in  which  three  atoms  of  water  were  replaced 
by  three  atoms  of  nitric  acid,"  Sobrero  made  similar  com 
pounds  with  gum,  sugar,  dextrine,  manna,  and  finally  glycer 
ine,  where  it  was  evident  that  there  could  be  no  absorption, 
as  stated  by  some  of  the  writers  on  gun-cotton.  He  was  re 
warded  by  the  discovery  of  nitro-glycerine.  This  was  in  1847 
or  1848.  The  discovery  remained  dormant  until  the  Crimean 
war,  when  it  was  rumored  that  Admiral  Napier  was  prevented 
from  taking  Cronstadt  from  fear  of  torpedoes  charged  with 
nitro-glycerine  by  Professor  Jacobi,  as  well  as  by  the  difficul 
ties  of  navigation.  In  1864,  eighteen  years  after  its  discovery, 
Alfred  Nobel,  a  Swedish  engineer,  obtained  a  patent  for  its 
application  to  blasting  purposes.  So  little  was  nitro-glycerine 
then  known  that  he  has  been  credited  with  its  discovery. 

Nobel  also  attempted  to  control  its  use  in  the  United  States, 
but  finally  failed. 

Soon  after  its  introduction  into  this  country,  three  startling 
accidents  occurred,  which  threw  this  new  explosive  into  pub 
lic  disfavor.  The  first  was -in  1865,  when  an  explosion  oc 
curred  in  Greenwich  street,  New  York,  opposite  the  Wyoming 
Hotel,  caused  by  throwing  a  box  of  "  glonoin"  into  the  street, 
which  had  been  left  by  a  German  as  security  for  his  board. 
The  next  was  that  on  board  the  steamer  European,  at  As- 
pinwall,  in  1866.  Forty-seven  persons  were  killed  or  mortally 
injured;  the  vessel,  pier,  and  adjacent  warehouses  were  de 
stroyed,  the  loss  amounting  to  over  $1,000,000.  Immediately 
succeeding  this  was  an  explosion  in  the  office  of  Wells,  Fargo 
&  Co.,  San  Francisco.  Eight  persons  lost  their  lives,  and 


2  7  6  THE  NA  VAL  AC  A  DEM  Y. 


property  to  the  amount  of  $250,000  was  destroyed.  Noting 
these  accidents,  George  M.  Mowbray,  then  of  Titusville,  Pa., 
undertook  the  preparation  and  qualitative  examination  ot 
nitro-glycerine,  and  shortly  afterward  advertised  to  manufac 
ture  it  for  miners  and  others. 

In  1867,  at  the  invitation  of  Chief  Engineer  Doane,  Mr. 
Mowbray  arrived  in  North  Adams,  and  undertook  to  furnish 
the  Hoosac  Tunnel  with  nitro-glycerine.  Since  then  he  has 
almost  steadily  been  manufacturing  this  explosive,  and  dur 
ing  the  eight  years  since  he  began  he  has  had  but  three  ac 
cidents  at  the  manufactory,  having  made  over  one  million 
pounds  in  this  time.  The  first  accident  was  on  December  23, 
1870,  when  a  magazine  exploded,  supposed  to  have  been 
caused  by  the  accidental  starting  of  a  flame.  The  fore  man 
was  killed. 

March  12,  1871,  another  explosion  of  a  magazine  took 
place,  caused  by  continuous  overheating.  Sixteen  hundred 
pounds  were  in  the  magazine  at  the  time,  and  600  pounds  of 
congealed  nitro-glycerine  within  12  feet  of  the  magazine. 
This  last  did  not  explode,  although  battered  and  bruised, 
and  no  one  was  hurt. 

The  third  was  the  explosion  of  the  works,  two  men  being 
killed  and  one  slightly  injured.  This  was  January  26,  1876. 
The  works  are  now  rebuilt  and  running. 

So  nitro-glycerine  has  been  known  but  about  ten  or  twelve 
years  in  the  United  States  as  a  blasting  agent,  and  has  been 
known  to  chemists  but  twenty  eight  or  nine  years.  Among 
the  more  prominent  of  those  who  have  investigated,  written 
upon,  and  used  it,  are  Railton,  Girard,  De  Vrij,  Millott, 
Vogt,  Nobel,  Papillon,  and  Berthollet  on  the  continent,  and 
Mowbray  and  Hill  in  this  country. 

Such  is  a  brief  and  partial  resume  of  the  history  of  nitro 
glycerine.  In  following  out  a  more  detailed  account,  We  are 


NOTE  F.  APPENDIX. 


277 


surprised  by  the  various  names  given  to  it,  and  the  conflict 
ing  statements  of  its  properties  and  composition. 

For  synonyms  we  find  the  following:  Nitrate  of  oxide  of 
lipyl,  [glycerine,]  (Berzelius;)  glonoin,  mono-,  di-,  and  tri- 
nitro-glycerine,  (Liecke;)  glonoine,  (Gmelin;)  fulminating  oil, 
nitroleum,  tri-nitrin,  glyceryl  nitrate,  (from  Wagner.) 

Its  formula  is  C3  H5  (NO2)3  O3,  though  it  may  be  written 
differently  in  conforming  to  different  theories. 

Modern  researches  have  shown  that  there  are  thres  nitrins, 
mono-,  di-,  and  tri-nitrin,  whose  formulae  are  as  below. 

Nitro-glycerine  is  made  from  glycerine  and  nitric  acid,  sul 
phuric  being  mixed  with  the  nitric  to  absorb  the  water  formed 
during  the  process,  and  thus  keep  the  nitric  acid  of  the  re 
quired  strength.  In  the  chemical  action  that  takes  place, 
the  radical  nitryl  (NO;)  of  the  nitric  acid  takes  the  place  of 
one,  two,  or  three  atoms  of  hydrogen  in  the  glycerine,  ac 
cording  as  one,  two,  or  three  molecules  of  nitric  acid  unite 
with  one  of  glycerine.  The  products  are  mono-,  di-,  and  tri- 
nitro-glycerine,  and  the  reactions  are  as  follows: 


C3H5 
H3 

]0, 

C3  H5 

=       H^ 
NO., 

\ 

,   H 
+  H; 

1° 

Cj    FT  5 
H;3 

\0-, 

C3H, 

=        H 
(NO,), 

I 

0:5  -f  2  ^ 

H  ? 
H  5 

O 

) 

C"ul 

|o3 

=  (NoS 

I 

0:3  +  3^ 

H^ 
H^ 

0 

) 

n 
oJ 

where  the  first  gives  mono-nitro-glycerine,  H2  C3  H5  (NO2)  O3; 
the  second,  di-nitro -glycerine,  H'  C3  H5  (NO2)2  O3;  and  the 
third,  tri-nitro-glycerine,  C3  H5  (NO2)3  O3. 

The  tri-nitro-glycerine  is  the  only  one  of  these  compounds 
which  has  yet  been  successfully  prepared,  and  is  the  one 
which  is  employed  in  blasting  and  for  torpedoes ;  hence  the 
rest  of  the  paper  will  be  devoted  to  this  compound. 


278 


THE  NAVAL  ACADEMY. 


We  have,  then,  the  formula  for  tri-nitro-glycerine,  C3  H5 
O3,  which,  written  on   the  triple  type   of  water,  is 

'  wliere  tlie  raclical  N°2  is  univalent,  and  C3  H5 
trivalent,  as  before  in  glycerine.     Written  graphically,  it  is  : 

o       o 


H  H          O 


\_s  \_/  \^       •--"-*-"    \j ' 


O 


O  O 


That  of  glycerine  being  : 


O 


O 


c — o 


O 


Comparing,  we  see  that  the  formula  for  tri-nitro-glycerine 
may  be  written  by  substituting  one  atom  of  NO2  for  an 
atom  of  hydroxyl,  HO,  in  glycerine ;  and  this  is  perhaps  the 
best  way  to  show  the  similarity  and  difference  between  the 
molecules  of  these  two  substances. 


NOTE  F. 


APPENDIX. 


279 


The  formula  for  manufacture,  written   graphically,  would 
be: 


Nitric  acid. 


O 


n o :N 


O- 


O 


o 


Glycerine. 


c — o 


O 


Tri-nitro-glycerine. 
Q 


H 


If 


Water. 


O 


O-^N7       + 

\> 


O 
O 

o 


The  composition  is  as  follows  : 

Centesimally 

36  micro-criths  .  .     15.859  + 


C.  —  Carbon  ----  3  atoms 

O.—  Oxygen...  9     "       ..  144 

N.  —  Nitrogen..  3     "       ..  42 

H.—  Hydrogen.  5     "      ..  5 


One  molecule  =   20     "       ..    227 


63.436  + 

18.502  + 

2.203  — 

100.000 


28o  THE  NA  VAL  ACADEMY. 

A  brief  description  of  the  method  of  manufacture  by 
Mr.  Mowbray,  which  differs  but  little  from  that  employed  by 
Mr.  Walter  N.  Hill  at  the  Torpedo  Station,  will  be  given. 

Fresh  nitric  acid  (sp.  gr.  1.45)  direct  from  the  stills  is  taken 
up  by  sulphuric  acid. 

The  acids  are  afterward  thoroughly  mixed  and  nitrous 
fumes  expelled  by  a  current  of  air  furnished  by  blowers.  The 
acid  mixture  is  now  distributed  in  stone  pitchers  arranged  in 
troughs.  The  troughs  are  filled  with  ice-cold  water,  or  ice 
and  salt,  to  within  four  inches  of  the  top  of  the  jars.  From 
glass  jars  arranged  on  a  shelf  above  the  pitchers,  chemically 
pure  glycerine  is  allowed  to  fall,  drop  by  drop,  by  means  of 
a  siphon  with  a  rubber  tube  attached,  into  the  mixture  of 
nitric  and  sulphuric  acids. 

A  current  of  air  is  forced  through  each  pitcher  by  a  rub 
ber  and  glass  tube  while  the  acids  and  glycerine  are  mixing. 

During  the  one  and  a  half  to  two  hours  required  for  this 
operation,  great  care  and  close  attention  are  necessary.. 
Nitrous  fumes  are  given  off.  If  too  freely,  the  mixture  is 
stirred  with  the  glass  tube  already  mentioned.  Sometimes 
this  is  caused  by  the  glycerine  running  too  fast,  which  fires 
the  mixture,  wastes  the  glycerine,  forming  oxalic  acid,  and 
giving  off  abundant  fumes. 

If  such  is  the  case,  the  flow  of  glycerine  is  stopped  and 
the  mixture  stirred.     If  the  current  of  air  is  stopped,  the  mix- ' 
ture  will  take  fire.     When  the  action  is  complete,  no  more 
fumes  being  given  off,  the  nitro-glycerine  is  dumped  into  a 
large  tank  of  water  at  2i°.i  C.,  where  it  sinks  to  the  bottom. 

After  remaining  about  fifteen  minutes,  the  water  is  drawn 
off  the  top,  and  the  nitro-glycerine  run  off  into  a  large  swing 
ing  wooden  tub,  where  it  is  washed  three  times  with  water 
and  twice  with  soda,  a  current  of  air  working  through,  it 
meanwhile.  It  is  then  removed  to  the  magazine  and  poured 


NOTE  F.  APPENDIX.  281 

into  "crocks,"  (earthenware  jars,  holding  sixty  pounds.) 
These  are  immersed  to  within  six  inches  of  the  top  in  water 
at  21°.  i  C.,  where  they  remain  about  seventy-two  hours, 
during  which  time  any  impurities  rise  to  the  surface  as  scum. 
The  nitro-glycerine  is  then  chemically  pure  and  ready  for 
packing.  It  is  put  in  tin  cans  lined  wi*h  paraffine  and  frozen, 
in  which  state  it  is  stored  away. 

It  takes  one  and  a  half  or  two  hours  to  make  it,  seventy- 
two  to  purify  it,  and  forty-eight  to  congeal  it. 

When  pure,  nitro-glycerine  is  nearly  colorless,  but  ordina 
rily  has  a  light  lemon  tint,  owing  to  coloring  matter  in  the 
glycerine  used.  (Mowbray.) 

When  freshly  made,  it  is  creamy-white  and  opaque,  but 
clears  on  standing,  (Hill.)  It  is  an  oily,  odorless  liquid,  but  has 
a  sweet,  pungent,  aromatic  taste ;  is  very  poisonous,  and  hand 
ling  at  first,  or  tasting  from  the  point  of  a  pin  for  the  first 
time,  gives  one  a  persistent,  throbbing  headache,  but  persons 
lose  this  sensitiveness  to  its  effects  after  using  it  some  time. 
It  is  a  powerful  refractor  of  light,  (Mowbray,)  and  is  inflam 
mable,  lighting  with  a  flame,  and  burning  without  explosion, 
yielding  a  light  ethereal  flame  of  considerable  volume,  (Mow 
bray.) 

Freezing-point,  when  fresh,  is  —  i6°.i  to  —  15^  C. ;  cleared, 
3°.9  to  4°.4  C.,  (Hill.)  It  freezes  at  7^.2  C.,  and  contracts 
one-twelfth  of  its  bulk,  (Mowbray.) 

Freezes  to  a  white  crystalline  mass,  and  when  frozen  is  very 
difficult  to  explode,  even  with  a  heavy  charge  of  fulminate. 
In  the  air,  when  pure,  it  may  be  kept  a  long  time  without 
change. 

It  decomposes  at  160°  C.,  giving  off  red  fumes,  (Mowbray.) 
Easily  decomposes  by  drying  in  a  warm  room  with  rarefied 
air,  (Williamson.)  It  is  instantly  decomposed  when  dissolved 
in  alcohol,  (Mowbray.) 

When  impure,  it  rapidly  changes,  becoming  orange-yellow, 


282  THE  NAVAL  ACADEMY. 

and  evolving  fumes;  its  freezing-point  is  lowered,  and  it  is 
then  liable  to  be  exploded  by  any  jar.  The  impurity  of 
the  article  has  been  in  all  probability  the  cause  of  many  ex 
plosions.  In  some  cases,  the  pressure  exerted  by  gas  formed 
in  closed  vessels  may  have  had  some  influence  on  it,  and,  in 
view  of  this,  N.  K.  List  has  proposed  to  use  loosely-stoppered 
vessels,  or  have  them  fitted  with  a  safety-valve.  In  treating 
of  the  explosion  of  nitro-glycerine,  some  general  principles 
may  be  given,  (from  Hill :) 

"  The  explosive  effect  is  dependent  upon — 

"ist.  The  great  change  of  state  produced;  that  is,  the 
formation  of  gas  very  much  greater  in  volume  than  is  the  sub 
stance  from  which  it  is  derived,  and  which  is  still  more  ex 
panded  by  the  heat  evolved ; 

"2d.  The  shortness  of  time  required  for  the  change  to 
take  place." 

"  The  circumstances  of  explosion  may  be  generally  con 
sidered  under — 

"ist.  The  physical  or  mechanical  condition  of  the  sub 
stance  itself; 

"  2d.  External  condition ; 

"3d.  Mode  of  firing." 

"  The  explosive  effect  is  dependent  also  on  these. 

"  Roux  and  Sarran  divide  explosions  into  two  kinds : 

"  First  order,  or  detonation ; 

"  Second  order,  or  simple  explosion. 

"  Detonation  is  the  instantaneous  explosion  of  a  body. 

"  The  following  comparison  is  given  : 

Second  order.  First  order. 

Gunpowder , i .00         4.34 

Gun-cotton 3.00         6.46 

Nitro-glycerine    4.80         10.13" 

(Hill,  Notes  on  Explosives.) 

If  lighted,  nitro-glycerine  produces  an  explosion  of  the  sec 
ond  order;  if  detonated,  of  the  first. 


APPENDIX.  283 


To  fully  develop  its  power,  it  must  receive  a  peculiar 
vibratory  shock,  which  breaks  up  the  molecule.  This  may 
be  imparted  by  a  concussion,  either  immediate  or  remote, 
and  it  has  been  done  by  a  note  from  a  violin. 

But  it  does  not  always  explode  by  concussion,  probably 
because  the  conditions  are  not  fully  complied  with.  An  ex 
ploder  suspended  over  the  glycerine  in  a  partially-filled  car 
tridge  has  been  exploded  without  affecting  the  glycerine. 

Containing-bottles   have  been  smashed,  and  no  'further 
injury  resulted. 

When  nitro-glycerine  is  allowed  to  drop  on  a  hot  plate,  we 
have  the  following  actions : 

If  the  plate  is  moderately  hot,  it  volatilizes  quietly. 

If  red-hot,  it  volatilizes  instantly. 

If  just  hot  enough  to  cause  the  nitro-glycerine  to  boil,  it 
explodes  violently,  or  detonates. 

The  best  method  of  exploding  is  to  fire  an  exploder  im 
mersed  in  the  liquid  nitro-glycerine  by  electricity.  The  ex 
ploder  should  be  charged  with  a  fulminate. 

The  products  of  decomposition  are  given  differently.  The 
Engineering  Journal  (November  17,  1871)  gives  this  : 

One  grm.  nitro-glycerine  gives  284  c.  c.  of  the  following 
gases  at  o°  C.  and  29.7  inches  (75.5cm)  barometrical  pressure  : 

Carbonic  acid 4S-72  7 

Binoxide  of  nitrogen , 20.36  j>  volume. 

Nitrogen .  .     33.92  j 

100.00 

Wagner  gives  this : 

Water,  (steam) 20.00 

Carbonic  acid    . . . 58.00 

Oxygen 3.50 

Nitrogen 18.50 

100.00  parts. 


284  THE  NAVAL  ACADEMY. 

•  According  to  experiments  made  in  Belgium,  the  combus 
tion  of  nitro-glycerine  does  not  yield  free  oxygen,  but  a  large 
quantity  of  nitrogen  suboxide,  according  to  the  formula 


2  (C3H5N309)  =  6C02+  5  H20  +  N20  +  4  N 

When  fully  exploded,  no  poisonous  gases  are  given  off;  but 
when  imperfectly,  oxides  of  nitrogen  are  formed,  and  the 
whole  quantity  of  gas  will  be  lessened.  (Hill.) 

Its  firmg-point  has  been  given  as  180°  C.    M.  P.  Champion 
did  not  find  this  to  be  the  case.     M.  Leygue  designed  an 
apparatus  by  means  of  which  M.  Champion  prepared  the 
following  table,  giving  the  various  changes  at  different  tem 
peratures  to  which  nitro-glycerine  may  be  subjected  : 
365°  F.,  boils,  volatilizes  with  disengagement  of  yellow  vapor.. 
381°  F.,  evaporates  slowly. 
3j2°  F.,  evaporates  rapidly. 
422°  F.,  deflagrates  violently. 
442°  F.,  deflagrates  lively. 
465°  F.,  detonates  with  difficulty. 
494°  F.,  detonates  very  perfectly  and  violently. 
512°  F.,  detonates  feebly. 
548°  F.,  detonates  feebly  with  flame. 

Mowbray,  Appendix. 

At  a  dark-red  heat,  nitro-glycerine  assumes  the  spheroidal 
state,  and  evaporates  without  explosion. 

The  following  table  gives  the  temperature  at  which  certain 
explosive  substances  burn  or  detonate  : 

Degrees  F. 

Powder  used  in  the  Chassepot  rifle  .....  .  ..........  380- 

Fulminate  of  mercury  ...........................  392 

Mixture  of  equal  parts  of  sulpuur  and  K  Cl  O  .......  392 

Abel's  gun-cotton,  compressed  ...................  4OCk' 

Gun-cotton,  loose  .................  .............. 


NOTE  F.  APPENDIX. 


285 


Sulphur  burns  in  air 475 

Nitroglycerine  explodes 493 

Sulphuret  of  antimony  i  part,  chlorate  of  potash  i  part, 
explodes 536 

Sporting-gunpowder 540 

Cannon-powder 563 

Picrate  of  mercury,  of  lead,  of  iron 565 

Designolle's  torpedo-powder,  (picrate;)  artificial  saffron     600 
Picric  acid,  picrates  of  magnesia,  of  ammonia,  of  potash     605 

Musket  picrate  powder 6 1  o 

Cannon-powder,  quickened  with  picrate 716 

Various  methods  have  been  devised  whereby  nitro-glyc- 
erine  may  be  rendered  safer  to  use.  (Mowbray,  Appendix.) 

Mowbray  has  made  the  following : 

Nitro-glycerine,  30  pts. 
Nitro-toluol,  10  pts. 

This  will  not  explode  by  blows,  burns  when  thrown  on  a 
fire,  and  explodes  only  with  a  very  heavy  charge  of  fulmi 
nate,  fifteen  or  twenty  grains. 

The  chief  drawback  is  that  it  does  not  solidify  at  a  mod 
erate  temperature,  and  is  thus  liable  to  evaporate,  leaving  the 
glycerine  unprotected. 

Nobel  dissolves  it  in  wood-spirit,  and  separates  it  by  add 
ing  water.  Seeley  says  of  this  : 

1 i )  Wood-spirit  is  expensive,  and  is  lost  in  the  large  amount 
of  water  used  to  wash  it  away; 

(2)  It  may  evaporate,  being  volatile,  and  leave  the  nitro 
glycerine  unprotected ; 

•(3)  Chemical  action  takes  place  between  these  two  bodies ; 
(4)  Vapor  of  wood-spirit  is  very  volatile,  and  forms  with 
air  an  explosive  mixture. 

The  most  common  method  is  to  mix  the  nitro-glycerine 


286  THE  NAVAL  ACADEMY. 

with  moist  matter.     The  principal  of  these  mixtures  used  for 
blasting  are  the  following : 

Dynamite. — Is  a  mixture  of  nitro-glycerine  with  siliceous 
earth,  infusoria,  tripoli,  rotten-stone,  &c.  These  are  very 
good  absorbents,  taking  up  two  or  three  times  their  own 
weight  of  the  explosive.  When  frozen  solid,  it  is  inexplosive ; 
but,  if  in  grains,  it  can  be  exploded.  It  is  not  very  sensitive 
to  friction  or  percussion.  With  75%  of  nitro-glycerine,  it  is 
about  six  times  as  strong  as  powder.  It  should  be  dry.  It 
is  liable  to  exudation. 

Giant-powder — Dynamite  No.  2. — This  is  dynamite  mixed 
with  nitrate  of  potash  or  soda,  with  perhaps  a  little  paraffine 
and  charcoal. 

Lithofracteur,  or  "Rend-rock" — Nitro-glycerine  and  finely- 
divided  powder,  or  nitro-glycerine,  kieselguhr,  coal,  sulphur, 
and  potassium  or  sodium  nitrate. 

Dualin. — Sawdust  and  nitro-glycerine,  containing  some 
times  a  little  saltpeter;  the  best  is  about  half  as  strong  as 
nitro-glycerine  alone. 

Port/era  nitroleum. — Nitro-glycerine  and  sponge,  or  other 
vegetable  fiber. 

Metalline  nitroleum. — Nitro-glycerine  and  red  lead  or  other 
metallic  powder. 

Selenitic  powder. — Nitro-glycerine  and  plaster  of  Paris. 

Titanite. — Granulated  gun-cotton  and  nitro-glycerine. 

Vulcanite. — Rifle-powder  and  nitro-glycerine. 

Mica-powder. — Mica  scales  coated  with  nitro-glycerine. 
This  congeals  at  about  the  same  temperature  as  nitro-glyc 
erine.  In  this  condition,  a  lump  burns  like  saltpeter.  It  is 
nearly  as  powerful  as  nitro-glycerine.  It  is  unlike  dynamite 
in  being  coated,  while,  in  the  latter,  the  nitro-glycerine  is 
absorbed.  Infusorial  silica,  being  so  great  an  absorbent,  has 
come  into  use  to  quite  an  extent,  and  may  be  taken  as  one 


NOTE  F.  APPENDIX. 


287 


of  the  best  representatives  of  the  class  of  absorbents,  so  that 
dynamite  may  be  compared  with  mica-powder.  To  show 
the  difference,  I  have  the  following  direct  from  Mr.  Mow- 
bray  : 

"  f  S°%  °f  nitro-glycerine. 
(  50%  of  infusoria,  (rotten-stone  burned  to.  a  red  heat.) 

"  This  mixture  will  not  explode,  nor  will  it  burn  when  flame 
is  applied  to  it. 


%  of  nitro-glycerine. 
(  88%  of  mica  scales. 

"  This  will  explode  violently,  and  burns  when  lighted. 

"  Evidently,  the  explosive  power  of  nitro-glycerine  is  partly 
lost  when  mixed  with  infusoria.  Only  when  there  is  a  per 
centage  of  66-75  parts  of  nitro-glycerine  to  34-25  parts  of 
infusoria,  does  it  make  a  good  explosive. 

"Again, 

"50%  of  nitro-glycerine  f  is  not  as  }  50%  ot    nitro-glycerine, 
"  5°/o  vf powdered jx&ca,  \  good  as  }  50%  of  mica  scales. 

"  Fifty  per  cent,  of  nitro-glycerine  with  mica  scales  was  much 
more  effective  than  77%  of  infusoria  with  nitro-glycerine  in 
artificial  blocks  of  stone.  In  fact,  whenever  nitro-glycerine 
is  absorbed,  instead  of  being  superficially  coated  over  inert 
matter,  there  is  a  considerable  loss  of  force." 

This  is  further  evident  when  we  compare  the  relative  force 
of  the  two  with  nitro-glycerine. 

Theoretically,  calling  nitro-glycerine  ten  times  as  strong  as 
powder,  dynamite  containing  75%  should  be  seven  and  a  half 
times  as  strong.  Mica-powder  is  nearly  as  strong  as  the  ex 
plosive  itself.  The  latter  can  be  fired  after  being  in  water  ; 
the  former  cannot,  which  is  a  very  important  consideration 
in  wet  ledges  and  submarine  work. 

The  following  table  gives  various  mixtures  of  nitro-glyc 
erine  with  other  substances,  together  with  their  sensitiveness : 


.288 


NAVAL  ACADEMY. 


d 
0) 

^ 

tn 

3 

3 

i 

•£ 

'isc 

•c 

0 
S 

fl 

S 

c 
£ 

'o 
£ 

Observations 

These  proportions 

powder  perfectl 

j  Pulverulent,  but 
1  ens  paper. 

C 
d 

C.    0> 

g     C. 

-  s- 

>,  5 

i! 

A  pasty  mass  am 
rates  paper. 

Semi-pulverulent, 

ens  paper. 

i  Dry  powder,  not 
I  ening  paper. 

|-  Moistens  paper. 

^ 

c 

a> 
o 

: 

£ 

o 

£ 

£ 

1 

i 

: 

° 

BE 

£j 

*^ 

^^ 

• 

^c 

•— 

bfl 

*5 

en" 

eu 

JS 

'Z! 

•^ 

•r 

•3 

^ 

2 

% 

en 

en 

cr 

rr 

i? 

<u 

0 

3 
•g 

0 

H3 
O 

O 

0 

0 

cy 
*5    -^ 

O 

0 

1 

0 

1  ^ 

3 

O 

C. 

o 

3. 

"c.  "3 

~ 

&  S 

M 

•8 

W 

w 

W 

-*-, 

—  ,~ 

i-ji 

S 

: 

3 

u 

O 

en 

0) 

II 

o 

S 

: 

^ 

"S 

'=     C/- 

—    o 

en 

-.- 

SL 

M 

0 

0      ^ 

£  § 

jS 

2 

. 

w 

* 

•S      . 

>i 

i  In- 

| 

en 

,±T 

O 

en    ^ 

en 

— 

.,  .n 

1 

OS     o 

O 

I 

ej 

:£ 
rs 

o 

I 

aj 

1 

X 

o   I 

1-  a 

5 
>T 

CJ 

§ 

1  ! 

x" 

o 

•3 

c  £; 

W 

w 

—  .  — 

- 

W 

a 

'o 

«= 

>, 

; 

' 

_2 

"3 

• 

§ 

: 

be 

^ 

g 

^3 

S 

8 

J3 

•g 

^ 

| 

^ 

'^ 

^ 

d 

O 

a 

« 

e 

en 

8 

eu 

"d 
<u 

1 
"c. 

"3 

^ 

1 

O 

•a, 

O 

T3 

1.1 

^O 

X 

X 

X 

1 

W 

H 

w 

w 

8 

8 

8  8 

^vS 

8.       8 

8 

8 

0      Q 
0      O 

o_    c_ 

S  S 

S 

3 

| 

d 

S        : 

O 

be     ' 

"5: 

a 

j 

o 

4 

OJ 

c 

• 

<—          cu 
o          c 

o 
c 

•      0) 

•    c 

C 

7    c 

•8  g 

a 

re  silica. 

tro-glycel 

CD 
O 

>> 

W) 
d     O 

0  i: 

ca  

tro-glyce 

T3     ^v     « 
'tf     en     y 

tf-s 

«1  S 

umina  .  .  , 

o 
o 

"ti 

umina.  .. 
tro-glycel 

olin,wash 
tro-glycel 

IS 

.  --  M 

8  S 

z 

K  Z 

S  Z 

c^        Z 

< 

^ 

<  Z 

M  Z 

H  », 

NOTE  F. 


APPENDIX. 


289 


•           "*                 £j2 

t 

; 

"      <"    g    * 

C/5            fl>       X       O 

4J         T3     .2     T3 

1   1.  1  ! 

x*       x           * 

^  c 
u 

> 
a 

! 
s 

4 

t 

c 

c 

c 

•a 

c 

c 
t: 

c 

i] 

~ 

£ 

-• 

-         _ 

- 

i    1 

£ 

1 

CJ 

t 

-\ 

T 

__"    g 

•5 

A 

e 

T 

'c 

y           C. 

'^_ 

.ti 

c 

x 

I 
X 

X 

-'          .^ 

c/: 

w 

>,     1 

c/ 

x             c/:             'J 

1>                O                1, 

o          c          c 

"a,     z.     j 

c 

' 

^ 

a> 

1 

*      1 

3        2 

"5      c 
u       c 

i    2 

4 

c 
T: 

C 

1 

I 

•^ 

li 

oes  noi 

X                X                >• 

& 

Q 

^             w             fc 

'—      -_> 

-^      <  

,  (  w 

c 

^ 

__ 

-^« 

o    £ 


^        O          0^0          O 

"&    !•  3    "&    1  3    U    & 

w    w        aw        w    w 


8     8   8 


8     88888888888888 


oo     r*i   oo 

ly,  ground  
tro-glycerine  

rpsum,  ground.... 
tro-glycerine  
cks,  ground  

tro-glycerine  

ml 

tro-glycerine  

hal  .  .  . 

tro-glycerine  

[jar,  powdered.... 
tro-glycerine  

?ar,  powdered  
tro-glycerine.  V.  . 

?ar,  powdered.... 

tro-glycerine  
^ar,  in  lumps  
tro-glycerine  

?ar,  in  lumps  
tro-glycerine  
ycerine  

tro-glycerine  
:ohol,  methylic... 

tro-glycerine  
tro-glycerine  ...... 

C/3     25        C/3    «2 


w  2  3  S 


•go 


THE  NAVAL  ACADEMY. 


I 

1 

_ 

"ei 

o 

w 

•o 

1 

Ji  i  | 

bo 
c 

5 

S            S          4 

o                — 

of 

4) 

^                                <y          O 

a 

1 

S  5       1  1    8  | 

•c 

O 
N 

•  -3  1     5  §   2  S 

o 

o>  ;n      >r  o    *E<  c 

! 

^^    x_  w 

*u 

§  J, 

a 

1  ^ 

1 

«  .2 

g 

on 

°  "S 

"i 

•O                       00 

o               -0-0 

c   g 

"Bi 

£ 

X 

w  "*" 

T 

be 

« 

t 

JS 

"o3 

ri 
OS 

1 

t«                                 tr 

0)                                           U 

*u                          *^ 

c 

>r                 >  ' 

B 

CO 

<  —  '  —  ,  ,  —  '  —  , 

O      O      O     CO               O 
t^.      H        W      \O                  N 

0      0      O      0              0 

8    i  J  t      | 

d 

g»  i  "2  §     '«  c 

.2 

J    '•  >,  ^      >,  g 

'§ 

„   i  •a  „  %  -a,  -a 

S 

0 

0 

1  |   2  |  |   2   § 

£  _£_|  g^j,  § 

j«   c         .w   jj      "So 

j5  -o         ^3-a       o 

l!    61  1 

NOTE  F.  APPENDIX.  291 

While  the  mixture  of  nitroglycerine  with  inert  matter  may 
at  times  be  useful,  provided  that  a  due  distribution  and  not  a 
loss  of  force  is  had,  the  adulteration  by  other  explosives,  as 
powder,  picrates,  &c.,  in  order  to  make  it  stronger  and  act 
quicker,  is  entirely  useless,  and  necessarily  fails  in  its  purpose. 

Nitro-glycerine,  being  in  itself  the  strongest  and  most  rapid 
explosive  used  for  blasting,  cannot  be  aided  by  the  addition 
of  any  of  its  older  and  slower  rivals.  Their  action  is  so  much 
behind  that  of  nitre-glycerine  that  their  force  is  wasted  and 
consequently  useless. 

The  comparative  power  of  powder  and  nitro-glycerine  has 
been  variously  estimated.  Elwyn  Waller  (Chemical  News) 
makes  the  following : 

A  measure  containing  i  cubic  foot  will  hold  796  ounces  of 
blasting-powder  and  997.1  ounces  of  water;  /.  ^.,  the  sp.  gr. 
of  powder  is  about  .8.  The  sp.  gr.  of  nitro-glycerine  is  1.6; 
therefore,  bulk  for  bulk,  supposing  explosive  power  to  be  the 
same  for  same  mass,  nitro-glycerine  is  twice  as  strong  as  pow 
der.  In  reality,  the  following  vols.  of  gas  are  generated  : 
i  vol.  most  effective  powder  gives  221.4  vols.  carbonic-acid  gas. 

74.6  vols.  nitrogen. 


296.0  vols.  gas. 

i  vol.  of  another,  exploding  at  a  lower  temperature,  gives — 

391  vols.  carbon  protoxide. 
66  vols.  of  nitrogen. 

457  vols.  gas. 

i  vol.  of  nitro-glycerine  gives  469  vols.  carbonic  anhydride. 

554  vols.  steam. 
39  vols.  oxygen. 
236  vols.  nitrogen. 

1298  vols.  gas  disengaged. 


292  THE  XAl'AL  ACADEMY. 

These  vols.  are  at  o°  C.,  except  steam,  100°  C. 

For  1000°  C.,  supposed  temperature  of  exploding  gunpow 
der,  we  have,  using  the  formula  V  =  V  ( i  +  a  /), 

For  (i)  powder,  1480  vols. 

For  (2)  powder,  2285  vols. 

The  supposed  temperature  of  exploding  nitro-glycerine  is 
2000°  C.  By  this  same  formula  we  have  vol.  of  gas  equals 
10,607.  Taking  into  account  the  specific  gravities,  we  have 
for  the  nitre-glycerine  21,214  vols.;  nearly  ten  times  the 
amount  of  gas  from  the  powder  yielding  the  most  gas. 

M.  Berthollet  gives  this  table.  The  first  column  indicates 
heat  furnished  by  one  kilogram  of  the  matter  under  con 
sideration;  the  second,  the  volume  of  gas  disengaged;  the 
third,  the  resulting  product  of  the  two  quantities,  serving  as 
an  approximate  estimate  of  the  explosive  power : 

Heat.  Vol.  of  gas.    Est.  exp.  force. 

Blasting-powder 509  units,  0.173  nter> 

Artillery-powder 608  units,  0.225  ^ter>       J37 

Sporting-powder 641  units,  0.2 16  liter,       139 

Powder,  nitrate  of  soda  for 

base 764  units,  0.248  liter,       190 

Powder,  chlorate  of  potash 

for  base 972  units,  0.318  liter,       309 

Gun-cotton 590  units,  0.801  liter,       472 

Picric  acid 687  units,  0.780  liter,       536 

Potassium  picrate 578  units,  0.585  liter,       337 

Gun-cotton     mixed    with 

chlorate  of  potash 1420  units,  0.484  liter,       680 

Picric    acid    mixed    with 

chlorate  of  potash 1424  units,  0.408  liter,       582 

Picrate  mixed  with  chlo 
rate  of  potash 1422  units,  0.337  liter,       478 

Xitro-glycerine 1320  units,  0.710  liter,       939 


NOTE  F.  APPENDIX.  295. 

M.  Papillon  describes  tri-nitro-glycerine  as  "the  ideal  of 
portable  force :  it  burns  completely,  without  residue,  in  fact 
gives  an  excess  of  oxygen;  develops  twice  as  much  heat  as 
powder,  three  and  a  half  times  more  gas,  and  has  seven 
times  the  explosive  force,  weight  for  weight,  and,  taken 
volume  for  volume,  it  possesses  twelve  times  more  energy." 

M.  Berthollet  says:  "Theoretically,  there  is  but  one  sub 
stance  which  can  surpass  it — liquefied  protoxide  of  nitrogen, 
whose  energy  is  represented  by  1000." 

But  this  cannot  be  used;  for  the  gases  must  be  reduced  to 
liquids,  and  hermetically  sealed,  in  which  form  they  must  be 
mixed  and  fired  to  obtain  the  full  force.  But,  in  all  these 
calculations,  the  consideration  of  rapidity,  which  must  greatly 
heighten  the  effect,  is  not  taken  into  account. 

The  extreme  rapidity  with  which  nitro-glycerine  decom 
poses  is  the  reason  why  it  does  not  have  to  be  confined.  In 
the  short  time  such  decomposition  takes  place,  the  air,  press 
ing  down  with  a  force  of  over  a  ton  per  square  foot,  cannot 
be  raised,  and  consequently  the  body  on  which  it  rests  must 
give  way. 

The  many  accidents  which  have  occurred  with  nitro-glycer 
ine  have  been  generally  due  to  ignorance  or  carelessness,  and 
used  properly  it  is  safer  than  many  other  weaker  explosives. 
Finally,  the  greatly  superior  power  of  nitro-glycerine,  its  free 
dom  from  noxious  and  offensive  gases  during  combustion, 
the  great  rapidity  of  decomposition  in  explosion,  and  its 
safety  when  intelligently  used,  are  destined  to  make  it  the 
important  agent  in  all  great  public  and  national  works  where 
there  is  need  of  the  strongest  and  most  rapid  blasting  ma 
terial. 


2  94  THE  NAVAL  ACADEMY. 

CHLORATES. 

BY  CADET-MIDSHIPMAN  JAMES  H.  GLKNNON,  THIRD  CLASS. 

UNITED  STATES  NAVAL  ACADEMY, 

June  9,  1876. 

Of  the  compounds  of  chlorine  and  oxygen,  the  most  im 
portant  is  perhaps  chloric  acid,  which  gives  rise  to  a  series 
of  compounds  called  chlorates.  The  chlorates  are  all  soluble 
in  water,  although  some  are  only  so  to  a  very  sli-ght  extent. 
Mixtures  containing  them  are  very  sensitive  to  friction  and 
percussion,  and  the  operation  of  mixing  them  is  an  extremely 
dangerous  one.  A  characteristic  of  the  class  is  that  all  the 
chlorates  are  decomposed  by  heat,  giving  off  all  or  part  of 
their  oxygen.  If  potassium  chlorate  (KC1O3)  be  taken,  it 
may  be  decomposed  in  accordance  with  the  reaction, 


In  the  case  taken,  however,  the  decomposition  of  potassium 
chlorate  into  potassium  chloride  and  oxygen  would  be  effected 
only  at  a  very  high  temperature.  But  if  potassium  chlorate 
be  mixed  with  black  oxide  of  manganese  (Mn  O2),  though  the 
oxide  will  not  be  affected,  the  oxygen  will  be  given  off  at  a 
much  lower  temperature  from  the  potassium  chlorate.  All 
the  chlorates  except  one  deflagrate  when  thrown  on  lighted 
charcoal.  Thus,  with  ammonium  chlorate,  the  following 
reaction  takes  place  : 

2(NH4)C103  +  3C  =  2(NH4)C1  +  3C02 
All  the  chlorates  give  up  their  oxygen  readily  to  combus 
tible  substances,  especially  when  heated,  combining  with  some, 
as  phosphorus  (P),  sulphur  (S),  antimony  (Sb),  with  sufficient 
violence  to  cause  an  explosion.  On  this  account,  they  are 
much  used  for  fireworks  and  colored  fires  ;  the  metal  with 
which  they  are  combined  imparting  different  colors  to  the 
flame. 


INOTE  F.  APPENDIX. 


295 


The  following  are  a  few  of  the  characteristic  colors  as  im 
parted  : 

Substance.  Formula.  Color  of  flame. 

Potassium  chlorate,  K  Cl  O3,  Violet. 

Sodium  chlorate,  NaClO3,  Yellow. 

Copper  chlorate,  Cu  C12  O6,  Blue. 

Strontium  chlorate,  SrCl2O6,  Red. 

Barium  chlorate,  Ba  C12  O6,  Green. 

A  mixture  which  detonates  powerfully  may  be  obtained  by 
-mixing  powdered  antimony  tersulphide  (Sb2  S3)  and  potassium 
chlorate  (KC1 03)  by  means  of  a  feather.  Potassium  chlorate 
is  also  used  as  the  basis  of  many  fuse-mixtures.  Many  are 
:so  liable  to  explosion  as  to  be  unfit  for  use.  The  following 
.are  taken  from  a  treatise  on  explosives  by  Professor  Hill,  of 
the  Torpedo  Station  at  Newport : 

CHLORATE    MIXTURES. 

Potassium  chlorate,  K  Cl  O3,  with  rosin. 

Potassium  chlorate,  KC1O3,  with  galls  (Horsley's  powder). 

Potassium  chlorate,  KC1O3,  with  gambier  (Oriental  pow- 
•cler). 

Potassium  chlorate,  KC1O3,  with  sugar  (used  in  fuses). 

Potassium  chlorate,  KC1O3,  with  potassium  ferrocyanide, 
-K4FeCN6. 

Potassium  chlorate,  KC1O3,  with  tannin  (Erhardt's  pow 
der). 

Potassium  chlorate,  KC1O3,  with  sulphur  (Pertuiset  pow 
der). 

The  mixture  of  potassium  chlorate  and  potassium  ferrocy- 
.anide  is  known  as  the  "white  or  German  gunpowder,"  and 
is  used  in  the  cartridges  of  the  needle-gun.  Pertuiset  powder 
is  used  in  explosive  bullets. 

Potassium  chlorate  (K  Cl  O3)  is  composed  of  31.89  parts  by 


296 


THE  NAVAL  ACADEMY. 


weight  of  potassium  (K),  28.95  parts  of  chlorine  (Cl),  and 
39.16-  of  oxygen  (O).  At  the  ordinary  temperature  it  exists 
as  white  crystals,  which  are  rhombic  and  tabular.  It  is  solu 
ble,  according  to  Wagner,  in  16  parts  of  water  at  15.8°,  in  8 
parts  at  35°,  and  in  1.6  parts  at  100°.  It  is  not  altered  by 
exposure  to  the  air;  from  this  fact  it  derives  its  advantage 
over  sodium  chlorate  (NaClO3),  which,  being  hygroscopic, 
absorbs  moisture  when  so  exposed.  Potassium  chlorate,  and, 
in  fact,  all  the  chlorates,  may  be  prepared  from  chloric  acid. 
Chloric  acid  is  itself  prepared  from  barium  chlorate  (Ba 
CLjOe)  by  the  action  of  sulphuric  acid  (H2SO4), 

BaCl2O6+H2SO4  =  2HClO3  +  BaSO4 

Any  chlorate  may  be  prepared  by  neutralizing  chloric  acid 
by  means  of  the  oxide  or  carbonate  of  the  metal.  Thus,  for 
lead  chlorate,  taking  lead  oxide  (PbO), 


and  for  potassium  chlorate,  taking  potassium  carbonate 
C03), 


Potassium  chlorate  may  be  better  prepared  as  follows  : 
A  current  of  chlorine  (Cl)  is  passed  into  a  saturated  solu 

tion  of  potassium  hydrate  (KHO).     Potassium  chlorate  is 

produced  in  accordance  with  the  reaction, 


This,  however,  is  not  economical  in  practice.  It  is  there 
fore  customary,  on  a  large  scale,  to  use  calcium  chlorate 
(CaCl2  O6)  instead  of  potassium  hydrate  (K  H  O).  Calcium 
chlorate  is  itself  prepared  bypassing  chlorine  (Cl)  through  a 
boiling  solution  of  milk  of  lime  (Ca  H2  O2).  By  the  addition 
of  potassium  chloride  (KC1)  to  calcium  chlorate,  potassium 


NOTE  F.  APPENDIX.  297 

chlorate  is  formed,  which  may  be  separated  from  the  calcium 
chloride  (CaCl2),  formed  by  crystallization, 

CaCl2O6  +  2KCl=2KClO3+CaCl2 

In  order  that  much  energy  may  be  brought  into  action  on 
the  explosion  of  substances,  the  volume  occupied  by  the 
results  of  the  explosion  must  be  very  great  as  compared 
with  the  original  volume.  It  might  be  said,  not  taking  into 
consideration  the  expansion  of  the  gases  formed  by  the  heat 
produced,  that  the  work  done  will  be  proportional  to  the 
resulting  volumes  as  compared  with  the  original. 

Now,  the  products  of  the  decomposition  of  ammonium, 
chlorate  (  (NH4)C1O3)  are  all  gaseous. 

Thus, 

(NH4)C103=(NH4)C1  +  30 

Ammonium  chloride  ( (NH4)Cl),at  the  ordinary  tempera 
ture,  is  a  solid;  but, at  the  high  temperature  produced,  it  exists, 
as  ammonia  (NH3)  and  chlorhydric  acid(HCl),  both  of 
which  are  gaseous.  If  two  molecules  of  potassium  chlorate 
be  taken  from  it,  we  may  obtain  three  molecules  of  oxygen  (O) 
and  two  molecules  of  potassium  chloride.  But  the  potas 
sium  chloride  formed,  being  a  solid,  occupies  but  very  little 
space.  The  three  volumes  of  oxygen  are,  however,  gaseous . 
In  the  case  of  ammonium  chlorate,  however,  we  obtain  not 
only  the  three  volumes  of  oxygen,  but  two  other  volumes  of 
gas,  or,  in  all,  five  volumes.  Now,  as  a  molecule,  of  ammo 
nium  chlorate  weighs  only  - — 'J-as  much  as  a  molecule  of 

122.6 

potassium  chlorate,  it  can  be  s'een  that  for  equal  weights  of  the 
two,  nearly  twice  as  great  a  volume  of  gas  can  be  obtained 
from  ammonium  chlorate  as  from  potassium  chlorate. 

Ammonium  chlorate  has  another  advantage  over  other 
chlorates.  This  is  that  no  residue  is  left  when  it  is  decom 
posed.  In  the  case  of  potassium  chlorate,  the  potassium 


298  THE  NA  VAL  A CADEMY. 

chloride  is  solid,  and  remains  as  a  residue.  Unfortunately, 
however,  ammonium  chlorate  explodes  even  at  ordinary  tem 
peratures  from  no  apparent  reason,  so  that  it  is  very  danger 
ous  to  use  it.  Consequently  it  has  never  gained  the  place 
that  the  less  explosive  potassium  salt  has.  It  has  been  found 
in  pyrotechny  that  the  perchlorate  of  potassium  (KC12O4)  is 
preferable  to  the  chlorate,  being  less  dangerous  to  manipu 
late,  and,  owing  to  the  different  arrangement  of  the  atoms,  it 
emits  more  light. 

Barium  chlorate  is  prepared  by  saturating  aqueous  chloric 
acid  with  barium  hydrate  or  carbonate, 

2  HClO3  +  BaH2O2  =  BaCl2O6  +  2  H2O 
2  HC1 03+  BaC  O3  —  BaCl2O6  +  H2O  +  C  O2 
It  detonates   powerfully  with  combustibles,  producing  a 
.green  flame  when -heated  with  sulphur  (Duflos),  and  emitting 
•a  bright  flashing  light  with  sulphuric  acid.     According  to 
Hutstein,  it  emits  light  on  crystallizing. 

Percentage  composition. 

Barium  (Ba) 45-22 

Oxygen  (O) 31.68 

Chlorine  (Cl) 23.10 


100.00 

Calcium  chlorate  is  prepared  like  barium  chlorate.  With 
water,  it  forms  deliquescent  crystals.  When  heated,  these 
first  dissolve  in  their  water  of  crystallization,  and  decompose 
.at  a  higher  temperature. 

Percentage  composition. 

Calcium  (Ca) 19.42 

Oxygen  (O) 46.60 

Chlorine  (Cl) 33.98 

IOO.OO 


NOTE  F.  APPENDIX.  299 

Cupric  chlorate  (Cu  C12  O6)  detonates  on  red-hot  carbon, 
and  is  used  in  pyrotechny  for  the  production  of  a  green  fire. 

Percentage  composition. 

Copper  (Cu) 27.64 

Chlorine  (Cl) 30.52 

Oxygen  (O) 41-84 

IOO.OO 

Magnesium  chlorate  (Mg  C12O6)  is  easily  soluble  in  alcohol. 
With  water,  it  forms  deliquescent  crystals,  which  melt  at  40°, 
and  give  off  their  water  at  120°. 

Percentage  composition. 

Magnesium  (Mg) 1 2.63 

Chlorine  (Cl) ^ f  38.64 

Oxygen  (O) 5°-53 

IOO.OO 

Uranium  chlorate  (Ur  C12  O6)  decomposes  spontaneously, 
evolving  chlorine  and  oxygen. 

Percentage  composition. 

Uranium  (Ur) 41.96 

Chlorine  (Cl) 24.47 

Oxygen  (O) 33-57 

JOO.OO 

Manganese  chlorate  (Mn  C12  O6)  is  known  only  in  solution. 
Percentage  composition. 

Manganese  (Mn) 24.89 

Chlorine  (Cl) 31.67 

Oxygen  (O) 43-44 

IOO.OO 


300 


777.fi:  NAVAL  ACADEMY. 


Mercuric  chlorate  (Hg  C12  O6)  is  obtained  by  dissolving 
mercuric  oxide  in  warm  chloric  acid;  mercuric  chloride  crys 
tallizes  out  and  mercuric  chlorate  remains  in  solution.  Mer 
curic  chlorate  forms  with  water  crystals  which  are  deliques 
cent.  It  is  resolved  by  heat  into  oxygen,  mercurous  chloridey 
and  mercury.  It  does  not  deflagrate  on  red-hot  charcoal. 

Percentage  composition. 

Mercury  (Hg) 54.64 

Chlorine  (Cl) I9-I3 

Oxygen  (O) 26.23 


100.00 

Silver  chlorate  (Ag  Cl  O3)  deflagrates  on  red-hot  coals.. 
When  mixed  with  sulphur,  it  detonates  violently  on  very 
slight  pressure.  Chlorhydric  acid  (H  Cl),  nitric  acid  (H  NO3),, 
and  acetic  acid  (C2  H4  O2)  convert  it  into  the  chloride. 

Percentage  composition. 

Silver  (Ag) • 56.39 

Chlorine  (Cl) 18.54 

Oxygen  (O) 25-°7 

100.00 

Sodium  chlorate  (Na  Cl  O3)  is,  next  to  potassium  and  am 
monium  chlorates,  perhaps  the  most  important  of  the  chlo 
rates.  It  would  perhaps  be  used  even  more  than  the  po 
tassium  chlorate,  were  it  not  for  the  fact  that  it  is  hygroscopic, 
and  consequently  cannot  be  kept  in  the  air  for  any  length  of 
time  without  absorbing  moisture.  The  gas  resulting  from 
the  explosion  of  equal  weights  of  the  potassium  and  sodium 
chlorate  is  the  greater  in  the  case  of  the  sodium  chlorates. 


NOTE  F.  APPENDIX,  301 

Percentage  composition. 

Sodium  (Na) 2 1 .60 

Chlorine  (Cl) 33.33 

Oxygen  (O) 45-°7 

100. OO 

Of  the  other  chlorates,  some  are  known  only  in  solution; 
some,  like  the  ammonium  chlorate, decompose  spontaneously; 
while  others,  like  the  potassium  chlorate  (K  Cl  O3),  are  per 
manent,  but  all  to  some  extent  soluble  in  water  except  one. 


The  two  following  analyses  are  of  the  same  sample  of 
powder : 

ANALYSIS  OF  GUNPOWDER. 
BY  CADET-MIDSHIFMAN  HARRY  P.  HUSE,  THIRD  CLASS,  U.  S.  N.  A.,  1876. 

U.  S.  NAVAL  ACADEMY  LABORATORY, 

May  30,  1876. 

The  following  are  the  results  of  an  analysis  of  gunpowder 
No.  2  made  in  this  laboratory.  The  gunpowder  was  un- 
glazed,  and  had  a  slightly  brownish  tinge.  Some  impurities 
were  present,  preventing  any  very  accurate  results : 

I.    NITER. 

Weight  of  crystal  -f-  powder 10.5989 

Weight  of  crystal 6.0019 


Weight  of  powder 4.5970 

Weight  of  evaporating-dish  and  niter 69.4857 

Weight  of  evaporating-dish 66.0499 

Weight  of  niter 3.4358 

3-43S8  -T- 4-597°  =-7474 
.-.  <p  —  74-74% 


302 


THE  NAVAL  ACADEMY. 


II.    SULPHUR. 


Weight  of  crystal  +  powder 9.1048 

Weight  of  crystal , 6.0026 


Weight  of  powder  ............................     3.1022 

Weight  of  Ba  S  O4  +  crucible  X  filter-ash  .....  ,  .  .  .  14.0707 

Weight  of  crucible  ............................  1  1  .5640 

Weight  of  Ba  S  O4  +  filter-ash   .................  2.5067 

Weight  of  filter-ash  ..........................  0.0003 

Weight  of  BaSO4  ...........................  2.5064 

2  .5064  grams  Ba  S  O4  =  .3442  grams  S,  equivalent  to  1  1  .09  % 


III.    CARBON. 

Weight  of  crystal  +  powder  ...........  .  ........    10.0551 

Weight  of  crystal  ............................      6.0069 

Weight  of  powder  .............................     4.0482 

Weight  of  carbon  +  niter  ......................     1-1497 

Weight  of  filter  ..............................     0.4905 

Weight  of  carbon  ............................     0.6592 

0.6592  4-  4.0482  =  .1629 
.-.     ^=  16.29% 

IV.    MOISTURE. 

Weight  of  glass  -f  powder  .....................   46.9350 

Weight  of  glass  ..............................   38.3407 


Weight  of  powder 8/5943 


NOTE  F.  APPENDIX.  303 

Weight  of  glass  +  powder 46.9350 

Weight  of  glass  -j-  powder  (air-bath,  24  hours  at 

60°  C) 46.8524 

Loss  of  weight 0826 

.0826  -^-  8.5943  =  .0096 
•••?  =-96% 

RESULTS. 

Niter 74-74% 

Sulphur ii  .09% 

Carbon I3-2l% 

Moisture , , = 96% 

100.00 

The  results  in  the  case  of  the  carbon  not  being  accurate, 
owing  to  the  fact  that  the  ammonium  sulphydrate  did  not 
dissolve  all  the  sulphur,  the  percentage  of  carbon  was  deter 
mined  by  difference. 

METHOD    OF    ANALYSIS. 

The  analysis  was  conducted  in  the  following  manner: 

To  determine  the  niter  : 

Weigh  out  from  4  to  5  grams  of  the  powder,  and  place  it 
in  a  beaker-glass,  covering  it  with  about  50  cm3,  of  distilled 
water;  then  boil  it  for  some  time.  When  it  has  been  heated 
for  a  sufficient  length  of  time  to  dissolve  the  niter,  filter  the 
solution,  and  wash  the  residue  with  hot  water  until  no  signs 
of  niter  occur  in  the  nitrate. 

The  filtrate  is  then  poured  into  an  evaporating-dish,  the 
weight  of  which  has  been  previously  ascertained,  and  evap 
orated  to  dryness  over  a  water-bath.  The  dish  is  then  thor 
oughly  dried  by  ignition,  and,  when  cool,  weighed.  The 


3  04  THE  NA  VAL  A  CA  DEM  Y. 

difference  in  the  weights  of  the  dish  before  and  after  the  ex 
periment  will  give  the  weight  of  the  niter. 

To  determine  the  amount  of  carbon  : 

Weigh  out  about  4  grams  of  the  powder  and  place  it  in  a 
beaker-flask,  covering  it  with  from  20  to  30  cm3,  of  ammonium 
sulphydrate.  This  will  dissolve  out  the  sulphur.  We  then 
filter  it  through  a  filter-paper  previously  dried  at  100°  C.  and 
weighed,  washing  out  the  niter  by  means  of  boiling  water. 
Then  dry  the  filter,  first  in  an  evaporating-dish,  then  in  the 
air-bath  at  100°  C.,  and  weigh  it.  This  weight,  minus  the 
weight  of  the  filter-paper,  gives  the  weight  of  carbon. 

To  determine  the  sulphur : 

Place  from  3  to  4  grams  of  the  powder  in  a  beaker-flask, 
and  cover  it  with  a  small  amount  of  nitric  acid  (fuming). 
Heat  gently  over  a  water-bath,  adding,  from  time  to  time, 
small  quantities  of  potassium  chlorate.  The  sulphur  and 
carbon  are  oxidized  to  sulphuric  acid  and  carbon  dioxide ; 
the  latter  going  off  as  a  gas,  and  the  former  uniting  with  the 
water  resulting  from  the  decomposition  of  the  nitric  acid, 
apd  with  the  potassium  of  the  potassium  chlorate.  During 
the  first  part  of  the  operation,  nitrous  fumes  are  given  off, 
and,  when  these  cease,  the  flask  is  filled  with  a  greenish  gas, 
chlorine  and  oxides  of  chlorine.  When  the  oxidation  is  com 
pleted,  the  solution  will  be  perfectly  clear,  and  of  a  yellowish- 
brown  color.  It  is  now  transferred  to  an  evaporating-dish, 
and  evaporated  to  dryness;  when  it  has  reached  this  state, 
hydrochloric  acid  is  added  until  the  solution  is  strongly  acid. 
It  is  again  evaporated  to  dryness,  and  very  dilute  chlorhydric 
acid  added.  The  object  of  all  this  is  to  drive  off  the  chloric 
acid  by  decomposing  the  excess  of  potassium  chlorate  by 
chlorhydric  acid,  forming  potassium  chloride  and  oxides  of 
chlorine.  The  solution  is  then  heated,  and  the  sulphuric 
acid  is  precipitated  with  barium  chloride,  and  the  liquid  por- 


NOTE  F.  APPENDIX.  305 

tion  filtered  off.  The  precipitate  is  thoroughly  washed  with 
hot  water,  removing  all  the  traces  of  barium  and  potassium 
chlorides.  The  filter-paper  containing  the  residue  is  dried, 
placed  in  a  porcelain  capsule,  and  ignited.  The  weight  of 
the  capsule  being  known,  as  also  that  of  the  ash  of  the  filter- 
paper,  we  may  find  the  amount  of  barium  sulphate,  and  from 
that  the  weight  of  the  sulphur.  The  presence  of  traces  of 
barium  chloride  in  the  precipitate  would  be  shown  by  its 
grayish  color. 

To  determine  the  moisture  : 

The  powder  is  placed  in  a  watch-glass,  covered  over  with 
another  glass,  the  two  being  held  together  by  a  spring.  It 
is  then  placed  in  the  air-bath  for  about  twenty-four  hours, 
and  kept  at  a  temperature  of  about  60°.  It  is  taken  out, 
weighed  when  cold,  and  the  difference  in  weight  before  and 
after  the  heating  ascertained.  This  difference  is  the  weight 
of  the  moisture. 

ANALYSIS   OF   GUNPOWDER  No.  2. 

BY  CADET-MIDSHIPMAN  H.  KIMMEL,  THIRD  CLASS,  1876. 

Gunpowder  is  a  mechanical  mixture  of  niter,  charcoal,  sul 
phur,  and  moisture. 

NITER. 

The  separation  of  the  niter  from  the  other  constituents 
depends  upon  the  fact  that  it  is  soluble  in  water,  while  the  sul 
phur  and  charcoal  are  not,  and  that  it  is  much  more  soluble 
in  hot  water  than  in  cold.  The  niter  is  then  obtained,  free 
from  moisture,  by  evaporating  the  solution  to  dryness,  and 
then  igniting  it. 

I  put  a  weighed  quantity  of  powder  in  a  beaker  about  half 
full  of  distilled  water,  and  heated  it  upon  an  iron  stand,  being 
careful  not  to  allow  the  water  to  boil,  as,  in  that  case,  some 
of  the  niter  might  be  lost.  It  was  heated  until  the  powder 

20 


3°6 


THE  NATAL  ACADEMY. 


lost  its  granular  condition,  then  allowed  to  settle,  after  which 
the  solution  was  filtered.  Hot  water  was  added  to  the  resi 
due  in  the  beaker,  which  was  passed  through  the  filter,  and 
the  charcoal  and  sulphur  were  washed  with  hot  water,  until 
the  water  passing  through  the  filter  showed  no  traces  of  po 
tassium  when  tested  in  the  flame.  I  then  poured  the  filtrate 
into  a  perfectly  clean  evaporating-dish,  previously  weighed, 
and  evaporated  it  to  dryness  over  the  water-bath,  and  then 
ignited  it  to  incipient  fusion  to  remove  the  last  traces  of 
moisture.  I  allowed  the  dish  to  cool,  and  then  weighed  it, 
and  the  difference  between  this  weight  and  the  weight  of  the 
dish  was  the  weight  of  niter  in  the  given  weight  of  powder, 
from  which  the  per  cent,  of  nitre  can  be  calculated. 
The  following  was  the  result  obtained : 

Weight  of  glass  and  powder 12.8278 

Weight  of  glass „ 6.0014 


Weight  of  powder  ^  .  .  .  ,  .......................  6.8264 

Weight  of  dish  and  niter  ......................  70.1358 

Weight  of  dish  ..............................  65.0745 

Weight  of  niter  .,  .................  ,  ...........  5-0613 

i  oo  =74-14%  of  niter. 


SULPHUR. 

A  quantity  of  powder  was  weighed  out  in  the  same  man 
ner  as  for  the  determination  of  the  niter,  put  into  a  beaker- 
flask,  and  covered  with  strong  nitric  acid.  The  flask  was 
heated  gently,  and,  from  time  to  time,  small  pieces  of  potas 
sium  chlorate  were  added  to  aid  in  the  oxidation  of  the  sul 
phur  and  carbon;  the  former  being  oxidized  to  sulphuric  acid 
and  the  latter  to  carbon  dioxide.  The  potassium  nitrate  and 
chlorate  were  converted  into  potassium  sulphate  and  potaV 


NOTE  F.  APPENDIX.  307 

slum  chloride,  and  there  was  also  left  an  excess  of  potassium 
chlorate.     It  was  then  put  into  an  evaporating-dish  and  evap 
orated  about  one-half,  then  treated  with  strong  chlorhydric 
acid,  which  converted  the  remaining  potassium  chlorate  into 
potassium  chloride,  and  oxides  of  chlorine  were  given  off.     I 
heated  the  liquid  until  it  was  evaporated  to  dryness  and  the 
oxides  of  chlorine  were  all  given  off,  and  then  added  chlorhy 
dric  acid  and  distilled  water,  and  heated  until  completely  dis 
solved.     It  was  then  poured  into  a  beaker,  diluted  with  dis 
tilled  water,  heated  gently,  and  a  solution  of  barium  chloride 
was  added  to  it.     The  sulphuric  acid  acted  upon  the  barium 
chloride,  and  barium  sulphate  was  formed  and  deposited  as  a 
white  precipitate.  The  barium  sulphate  was  boiled  with  distilled 
water  to  dissolve  all  the  potassium  chloride,  so  that  it  could 
pass  through  the  filter,  and  filtered  through  a  filter  the  weight 
of  whose  ash  was  known.     After  allowing  the  filter  to  dry,  it 
was  placed  with  its  contents  in  a  porcelain  crucible,  which 
had  been  previously  ignited  and  weighed.     The  crucible  with 
its  contents  was  ignited  until  the  paper  was  reduced  to  a  white 
ash.     When  cool,  it  was  weighed,  and  the  total  weight,  minus 
the  weight  of  filter-ash  and  crucible,  was  equal  to  weight  of 
barium  sulphate,  from  which  the  weight,  and  therefore  the 
per  cent,  of  sulphur,  can  be  obtained. 
Weight  of  glass  and  powder  ...................     8.6144 

Weight  of  glass  ..............................      6.0043 

Weight  of  powder  ................  .  ...........     2.6101 

Weight  of  dish  and  Ba  S  O4  ...................    13.1262 

Weight  of  dish  and  filter-ash  (.0003)  ......  .......    10.9985 

Weight  of  Ba  SO4  ...........................      2.1277 

2.1277  x  ^2   =  .2922  weight  of  sulphur. 


JL_      x  ioo  -  1  1.  20/0  of  sulphur. 
2.6101 


3o8  THE  NAVAL  ACADEMY. 

MOISTURE. 

For  this  purpose,  t\vo  watch-glasses,  held  together  by  a 
wire-spring,  contain  the  powder.  The  apparatus  is  weighed, 
and  a  given  weight  of  powder  is  then  put  between  the  glasses. 
The  glasses  are  opened  a  little,  so  as  to  allow  the  moisture  to 
escape,  and  then  put  into  an  air-bath,  where  they  are  kept 
twenty-four  hours  at  a  temperature  of  60°  C.  They  are  then 
taken  out,  the  glasses  shut  to  keep  out  all  moisture,  and 
weighed:  the  difference  between  the  weight  before  and  after 
being  placed  in  the  bath  is  the  weight  of  the  moisture,  and 
from  this  the  per  cent,  of  moisture  can  be  obtained. 

Weight  of  glasses,  spring,  and  powder 42.8483 

Weight  of  glasses  and  spring 32.3359 

Weight  of  powder 10.5124 

Weight  with  moisture 42.8483 

Weight  without  moisture 42.7480 


Weight  of  moisture 1 003 

.1003  r 

°-  x  ioo  =  .95 %  of  moisture. 
10.5124 

CHARCOAL. 

The  separation  of  charcoal  from  the  other  constituents  de 
pends  upon  the  solubility  of  niter  in  hot  water  and  sulphur 
in  ammonium  sulphydrate.  The  weighed  powder  is  placed 
in  a  beaker-flask  and  completely  covered  with  ammonium 
sulphydrate  and  heated  very  gently  over  the  water-bath.  In 
a  few  moments  the  sulphur  is  dissolved,  and  the  .carbon  and 
niter  remain.  The  mixture  is  filtered  through  a  weighed 
filter,  and  thoroughly  washed  with  hot  water  to  remove  the 
niter.  It  is  washed  with  water  and  sulphydrate  until  no 
traces  of  niter  or  sulphur  remain  in  the  filter.  The  filter  'te 


NOTE  F.  APPENDIX. 


309 


then  placed  in  the  air-bath,  where  it  remains  for  twenty-four 
hours  at  100°  C.,  thus  removing  all  moisture.  At  the  end  of 
that  time  it  is  removed  and  weighed;  the  weight,  minus  weight 
of  filter,  being  weight  of  charcoal,  from  which  per  cent,  of 
charcoal  may  be  determined. 

Weight  of  glass  and  powder     17.0269 

Weight  of  glass 6.6093 


Weight  of  povyder 10.4176 

Weight  of  filter  and  charcoal 2.059 

Weight  01  filter 3706 


—-—  x  ioo  x  16.20%  of  charcoal. 


Weight  of  charcoal 1.6884 

1.6884 
10.4176 

As  there  appears  to  be  some  inaccuracy  in  the  work,  and 
this  is  most  likely  to  be  in  the  charcoal,  we  will  take  the  per 
cent,  of  this  constituent  by  difference : 

ioo  °/  —  86.29%  =  I3-7T/o  °f  carbon. 
SUMMARY. 

Niter 74.14 

Sulphur 1 1.20 

Carbon. I3-7I 

Moisture .95 


100.00 


3  ! 0  THE  NA  VAL  A  CADEM\. 

ANALYSIS  OF  GUNPOWDER,  REGULATION  No.  12. 

CANNON-POWDER,    MADE      BY    ORIENTAL    POWDER     COMPANY, 
SPECIFIC    GRAVITY    1.754. 

BY  CADET-MIDSHIPMAN  F.  C.  SKIMNER,  THIRD  CLASS,  1876. 
DETERMINATION    OF    NITER. 

The  separation  of  the  niter  from  the  other  ingredients  of 
the  gunpowder  depends  upon  the  fact  that  it  is  soluble  in  hot 
water,  while  sulphur  and  carbon  are  not. 

The  manner  of  carrying  on  the  analysis  is  as  follows :  A 
watch-glass  is  first  weighed  alone  and  afterward  with  a  quan 
tity  of  gunpowder :  the  difference  in  weight  is  the  weight  of 
the  gunpowder.  The  powder  is  next  put  into  a  beaker,  cov 
ered  with  distilled  water,  and  heated  until  the  water  boils. 
By  this  process,  the  niter  is  dissolved  by  the  water,  and  may 
be  separated  from  the  sulphur  and  carbon  by  filtration.  An 
evaporating-dish  is  then  weighed,  after  having  been  ignited 
and  cooled,  and  the  filtrate  is  evaporated  to  dryness  in  this 
dish  over  a  water-bath.  The  dish  with  its  contents  is  again 
ignited  to  incipient  fusion  to  remove  the  last  traces  of  moist 
ure. 

After  the  dish  has  been  allowed  to  cool,  it  is  again  weighed, 
and  the  difference  between  its  two  weights  is  the  weight  of 
the  niter. 

Having  the  weight  of  powder  taken,  and  the  weight  of  the 
niter  obtained  from  it,  it  is  very  easy  to  calculate  what  per 
cent,  of  niter  the  powder  contains.  In  gunpowder  No.  4, 
the  following  results  were  obtained  : 

Weight  of  watch-glass  +  powder 14.1453 

Weight  of  watch-glass  —  powder 6.0026 


Weight  of  powder  taken 8.1427 


NOTE  F.  APPENDIX. 


Weight  of  evaporating-dish  -f  K  N  O3 56.4263 

Weight  of  evaporating-dish  —  K  N  Oa  ......   ....     50.4798 


Weight  of  K  N  O3 5.9465 

c.Q46c 

-  X  ioo  =  73.03  %  of  niter. 
8.1427 

DETERMINATION    OF    SULPHUR. 

The  gunpowder  is  weighed  in  the  same  manner  as  before, 
and  is  put  into  a  beaker-flask  and  covered  with  strong  nitric 
acid.  The  flask  is  then  warmed  and  crystals  of  potassium  chlo 
rate  are  thrown  in  from  time  to  time.  The  sulphur  and  car 
bon  are  oxidized,  the  former  to  H2  S  O4  and  the  latter  to  C  O2. 
The  potassium  nitrate  and  chlorate  are  converted  into  K2  S  O4 
and  potassium  chloride,  and  there  is  also  left  an  excess  of 
potassium  chlorate.  The  liquid  is  then  put  into  an  evapo 
rating-dish  and  treated  with  chlorhydric  acid,  which  converts 
the  remaining  potassium  chlorate  into  potassium  chloride,  and 
oxides  of  chlorine  are  given  off.  Heat  the  liquid  until  it  is 
evaporated  to  dryness,  and  the  oxides  of  chlorine  are  all 
driven  off.  Dissolve  the  residue  in  chlorhydric  acid  and  add 
distilled  water.  When  the  solution  is  complete,  transfer  the 
liquid  to  a  beaker,  dilute  with  distilled  water,  heat  to  gentle 
ebullition,  and  add  a  solution  of  barium  chloride. 

The  sulphuric  acid  of  the  solution  acts  upon  the  barium 
chloride,  and  forms  barium  sulphate,  which  is  precipitated  as 
a  white  powder.  The  liquid  is  decanted  after  the  precipitate 
has  been  allowed  to  settle,  and  the  barium  sulphate  is  then 
boiled  with  distilled  water,  which  removes  the  potassium 
chloride,  and  we  have  left  nothing  but  barium  sulphate.  The 
water  with  which  the  sulphate  is  mixed  is  then  passed  through 
a  filter,  the  weight  of  whose  ash  is  known.  After  being 
allowed  to  dry,  the  filter-paper  with  its  contents  is  placed  in 
a  porcelain  crucible,  which  has  been  previously  ignited, 


3 j 2  THE  NA  VA L  ACA DEM Y. 

cooled,  and  weighed.  The  crucible  is  then  heated  until  the 
filter-paper  is  reduced  to  a  white  ash,  when  it  is  allowed  to 
cool. 

When  entirely  cooled,  the  crucible  with  its  contents  is 
weighed,  and  from  this  weight  is  subtracted  the  weight  of  the 
crucible  and  ash  of  the  filter-paper :  the  remainder  is  the 
weight  of  barium  sulphate. 

The  method  of  calculating  the  weight  of  sulphur  in  this 
weight  of  barium  sulphate  depends  upon  the  law  of  definite 
proportions. 

The  atomic  weight  of  sulphur  is  32;  the  molecular  weight 

of  BaSO4is  233:  therefore  the  weight  of  sulphur  is  —  —  of 

the  weight  of  barium  sulphate. 

Now,  having  the  weight  of  sulphur,  we  may  calculate  what 
proportion  it  bears  to  the  weight  of  the  powder  taken : 

Weight  of  watch-glass  -j-  powder 7-5233 

Weight  of  watch-glass  —  powder 6.0019 


Weight  of  powder  taken t 1-5214 

Weight  of  crucible  +  BaSO4  and  ash  of  filter-paper.     11.8561 
Weight  of  crucible  —  BaSO4  and  ash  of  filter-paper.     10.7704 

1.0857 
Weight  of  ash  of  filter-paper 0003 

Weight  of  barium  sulphate . . i  .0854 


233 
,14907 


:x  1.0854=  .14907 


X  ioo  =  9.798 »/ of  sulphur. 


1.5214 

DETERMINATION    OF    MOISTURE. 

; 

For  determining  the  moisture,  two  watch-glasses,  held  to- 


NOTE  F  .  A  PPENDIX.  3  1  3 

gether  by  a  wire-spring,  are  used.     This  apparatus  is  weighed, 
and  then  a  quantity  of  powder  is  put  between  the  glasses, 
and  the  whole  is  weighed:  the  difference  in  the  weights  is  the 
weight  of  the  powder. 

The  glasses  are  then  opened  a  little,  so  as  to  allow  the  va 
por  to  escape,  and  are  put  into  an  air-bath,  where  they  are 
kept  for  twenty-four  hours  at  a  temperature  of  60°  C.    They 
are  then  taken  out,  and  the  glasses  are  shut,  and  the  whole  is 
again  weighed.    The  loss  in  weight  is  due  to  the  loss  in  moist 
ure.    From  this  weight  of  moisture  we  calculate  the  per  cent. 
of  moisture  which  the  powder  contains  : 
Weight  of  glasses  -f-  powder  ..................     46.6900 

Weight  of  glasses  —  powder  ..................     35.5  172 

Weight  of  powder  taken  ......................      1  1.1728 

Weight  of  glass  +  powder  before  heating  .......     46.6900 

Weight  of  glass  -j-  powder  after  heating  .........     46.5470 

Weight  of  moisture  ..........................          -143° 


-—  0  x  ioo  =  i.  28%  of  moisture. 
11.1728 

DETERMINATION    OF    CARBON. 

The  separation  of  the  carbon  from  the  other  constituents 
of  the  gunpowder  depends  upon  the  solubility  of  sulphur  in 
ammonium  sulphydrate  and  of  niter  in  hot  water. 

The  powder,  after  having  been  weighed,  is  put  into  a  beaker- 
flask  and  covered  with  ammonium  sulphydrate  and  allowed 
to  stand  for  a  few  moments.  The  sulphur  is  dissolved  and 
the  carbon  and  niter  remain.  The  mixture  is  filtered  on  a 
weighed  filter,  and  thoroughly  washed  with  boiling  water, 
which  dissolves  all  the  niter  and  leaves  all  the  carbon  on  the 
filter. 


3 ! 4  THE  NAVAL  A CADEM J ". 

The  filter  with  the  carbon  is  now  put  into  an  air-bath,  and 
remains  there  twenty-four  hours,  thus  taking  away  all  the 
moisture. 

Finally,  the  carbon  and  filter  are  weighed,  and,  subtracting 
the  weight  of  the  filter,  we  find  that  of  the  carbon.  From 
this  weight  of  carbon  we  calculate  the  per  cent,  of  carbon 
in  the  powder : 

Weight  of  watch-glass  -f  powder 12.4373 

Weight  of  watch-glass  —  powder 6.0025 


Weight  of  powder  taken 6.4348 

Weight  of  filter-paper  -|-  carbon 1.5041 

Weight  of  filter-paper  —  carbon •5I73 


Weight  of  carbon 9868 

.9868 

~ X  100  =  15.34%  of  carbon. 

0.434^ 

SUMMARY. 

Niter 73.03 

Sulphur 9.80 

Moisture 1.28 

Carbon 1 5-34 


ANALYSIS  OF  GUNPOWDER-CAKE. 
BY  CADET-MIDSHIPMAN  JAMES  H.  GLENNON,  THIRD  CLASS. 

UNITED  STATES  NAVAL  ACADEMY, 

J-une  9,  1876. 

Gunpowder  is  composed  of  three  chief  constituents,  nitre 
(K  N  O3),  carbon  (C),  and  sulphur  (S).  Besides  these,  there 
is'  generally  another  constituent  in  ordinary  gunpowder.  This 
constituent  is  moisture,  which  enters  the  powder  when  ex 
posed.  In  analyzing  gunpowder,  the  first  thing  necessary  is 
to  determine  the  niter  and  then  the  other  three  constituents. 


NOTEF.  APPENDIX. 


DETERMINATION    OF   THE    NITER. 

From  four  to  five  grams  of  the  powder  are  poured  upon 
a  watch-glass,  the  weight  of  which  is  known.  The  watch- 
glass  must  be  free  from  dust  and  moisture  ;  if  any  is  present, 
it  can  be  seen,  and  should  be  wiped  off.  The  watch-glass 
and  powder  are  weighed  together.  The  weight  of  both, 
minus  the  weight  of  the  glass,  is  the  weight  of  the  powder 
taken. 

In  order  that  we  may  be  certain  that  no  powder  is  lost,  it 
is  well  to  weigh  the  glass  after  the  powder  has  been  taken. 
In  the  case  in  question,  gunpowder  cake,  some  powder  is 
almost  certain  to  remain  upon  the  glass,  as  the  powder  is  un- 
glazed.  The  powder  is  emptied  from  the  watch-glass  into  a 
beaker,  which  has  previously  been  cleaned,  and  rinsed  with 
distilled  water.  About  50  cm3,  of  distilled  water  is  next 
added  to  the  powder,  and  it  is  then  boiled  for  a  certain  length 
of  time.  The  object  of  this  is  to  dissolve  the  niter.  Care 
must  be  taken  that  the  boiling  is  not  too  tumultuous,  as 
niter  may  be  lost  mechanically.  The  liquid  is  next  poured 
upon  a  filter.  As  neither  sulphur  nor  carbon  are  dissolved 
by  water,  the  filtrate  contains  only  niter.  But  it  is  not  cer 
tain  that  all  the  niter  has  been  dissolved.  Consequently, 
fresh  portions  of  boiling  water  are  added  from  time  to  time 
to  the  filter,  until  a  drop  of  the  filtrate,  taken  from  the  lower 
extremity  of  the  funnel,  no  longer  colors  the  flame  violet. 
The  filtrate  is  next  placed  in  an  evaporating-dish,  the  weight 
of  which  has  been  previously  determined.  In  order  to  find 
the  exact  weight  of  the  dish,  it  must  be  first  cleaned  and 
rinsed  with  distilled  water,  and  then  dried  by  ignition.  The 
filtrate  is  evaporated  in  this  dish  over  a  water-bath.  The 
reason  for  evaporating  it  this  way  is,  that  if  the  heat  were  too 
strong  or  too  sudden,  the  niter  might  be  decomposed.  When 
evaporated  to  dryness,  it  is  ignited  to  incipient  fusion  to  free 


THE  NA^AL  AC  AD  EM  \. 


it  completely  from  moisture.  After  having  attained  the  tem 
perature  of  the  balance-room,  the  niter  and  dish  are  weighed. 
The  weight  of  the  dish  and  niter,  minus  the  weight  of  the 
dish,  is  the  weight  of  the  niter.  From  this  and  the  weight 
of  the  powder,  the  per  cent,  of  niter  may  bs  determined : 

Grama. 

Weight  of  watch-glass  and  powder 10.3425 

Weight  of  watch-glass 6.00 1 9 


Weight  of  powder 4.3406 

Weight  of  evaporating-dish  and  niter 65.3730 

Weight  of  evaporating-dish 62.1875 

Weight  of  niter 3-l855 

3.1855x100 

4.3406      =73-3S 

Per  cent,  of  niter,  73.38. 

DETERMINATION    OF    THE    MOISTURE. 

A  pair  of  watch-glasses  of  the  same  size  are  so  placed  as 
to  be  pressed  together  rather  tightly  by  a  clamp,  so  that 
when  placed  in  position  the  two  resemble  a  double  convex 
lens.  After  having  been  heated  for  a  certain  length  of  time 
in  an  air-bath  to  drive  off  all  the  moisture,  and  then  allowed 
to  cool,  they  are  weighed.  From  7  to  8  grams  of  powder  are 
next  placed  between  the  glasses,  space  being  left  at  the  edges 
to  allow  free  access  to  the  air.  The  whole  is  next  placed  in 
an  air-bath,  kept  at  a  certain  fixed  temperature,  and  left  for 
24  hours.  At  the  end  of  that  time,  it  is  supposed  that  all 
the  moisture  will  be  driven  off,  and,  after  cooling,  it  is  weighed. 
The  weight  of  the  whole  after  heating,  minus  that  before 
heating,  is  the  weight  of  the  moisture.  From  this  and  the 
weight  of  the  powder,  we  compute  the  per  cent,  of  moist 
ure,  as  in  the  case  of  the  niter: 


NOTE  F.  APPENDIX. 


Grams. 

Weight  of  watch-glass  +  gunpowder  ............     38-5833 

Weight  of  watch-glass  .......................     31.3346 


Weight  of  gunpowder 7-2487 

Weight  of  watch-glass  +  gunpowder  before  heat 
ing-  -  -  -.- 38-5833 

Weight  of  watch-glass  -f  gunpowder  heated   24 
hours  at  60° 38.5238 

Weight  of  moisture -°595 

595   x  IOO  _  tg0g  per  cent.  of  moisture. 
7.2487 

DETERMINATION    OF    THE    CARBON. 

The  powder  is  weighed  as  in  the  preceding  cases,  and  is 
placed  in  a  beaker-flask.  Enough  ammonium  sulphydrate 
(NH4)  HS)  is  added  to  the  powder  to  completely  cover  it. 
The  whole  is  next  very  gently  heated  over  a  water-bath,  and 
is  then  poured  upon  a  weighed  filter.  The  object  of  adding 
the  ammonium  sulphydrate  is  to  dissolve  the  sulphur.  In 
heating  the  liquid,  care  should  be  taken  that  the  heating  is 
not  too  strong,  as  the  sulphur  is  apt  to  collect  and  sink  to  the 
bottom.  Consequently,  it  is  heated  on  a  water-bath.  In  the 
first  determination  of  the  carbon,  in  the  present  instance,  a 
result  too  large  by  2  per  cent,  was  obtained,  perhaps  owing 
to  the  fact  that  the  collected  sulphur  was  poured  upon  a 
filter,  and  remained  with  the  carbon.  The  filter  upon  which 
the  liquid  is  poured  is  one  whose  weight  is  known.  Suppos 
ing  all  the  sulphur  to  have  been  dissolved  by  the  ammonium 
sulphydrate,  the  residue  on  the  filter  contains  carbon  and 
niter.  Boiling  water  is  therefore  poured  upon  the  filter  until 
niter  is  known  not  to  be  present. 

The  filter  is  next  dried,  first  in  an  evaporating  dish,  and 
then  for  twenty-four  hours  in  an  air-bath  at  1 00°  C.  At  the 


THE  NAVAL  ACADEMY. 


end  of  that  time  it  is  allowed  to  cool,  and  is  then  weighed. 
The  weight  of  the  filter  and  carbon,  minus  the  weight  of  the 
filter,  is  the  weight  of  the  carbon.  From  this  and  the  weight 
of  the  powder,  it  is  easy  to  compute  the  per  cent,  of  carbon: 

Grams. 

Weight  of  watch-glass  -f  gunpowder 1 1.6648 

Weight  of  watch-glass 6.0096 

Weight  of  gunpowder 5-6552 

Weight  of  carbon  -f-  filter 1-314° 

Weight  of  filter 4325 

Weight  of  carbon 881 5 

Per  cent,  of  carbon,  15.5. 

DETERMINATION    OF    THE    SULPHUR. 

Two  or  three  grams  of  the  powder  are  placed  in  a 
beaker-flask,  and  covered  with  a  small  quantity  of  fuming 
nitric  acid.  This"  is  heated  gently  over  a  water-bath,  and 
from  time  to  time  small  quantities  of  potassium  chlorate  are 
added.  Both  nitric  acid  and  potassium  chlorate  are  power 
ful  oxidizing  agents,  and  through  their  joint  agency  all  the 
carbon  and  sulphur  are  oxidized ;  the  first  to  carbonic  acid 
(CO2),  and  the  second  to  sulphuric  acid  (H2SO4).  The 
carbon  dioxide,  being  a  gas,  goes  off,  while  the  sulphuric  acid 
combines  with  the  potassium  of  the  potassium  chlorate  and 
the  water  resulting  from  the  decomposition  of  the  nitric  acid. 
During  the  first  part  of  the  operation  nitrous  fumes  are  given 
off,  and  when  these  cease  the  flask  becomes  filled  with  a  green 
ish  gas  consisting  of  chlorine  and  the  oxides  thereof.  When 
the  oxidation  has  been  completed,  the  solution  is  perfectly 
clear  and  of  a  yellowish-brown  color.  It  is  then  transferred 
to  an  evaporating-dish,  which  is  placed  upon  the  water-bath, 
and  chlorhydric  acid  is  added.  The  object  of  this  is  to*  de 
compose  the  excess  of  potassium  chlorate  forming  potassium 


NOTE  F.  APPENDIX.  319 

chloride  and  the  oxides  of  chlorine,  which  last,  being  gaseous, 
pass  off.  Fresh  portions  of  the  chlorhydric  acid  are  added 
until  these  oxides  are  no  longer  formed,  which  is  shown  by 
the  fact  that  there  is  no  effervescence  when  the  acid  is  added. 
The  liquid  is  then  evaporated  to  dryness,  a  fresh  portion  of 
chlorhydric  acid  is  added,  and  to  the  solution  is  added  ba 
rium  chloride  (BaCl2).  This  acts  upon  the  sulphuric  acid 
and  potassium  sulphate,  and  barium  sulphate  is  precipitated. 
This  barium  sulphate  contains  all  the  sulphur  of  the  original 
powder.  It  is  therefore  separated  from  the  liquid  portion  by 
filtering  through  a  filter  the  weight  of  whose  ash  is  known. 
The  residue  on  the  filter  is  thoroughly  washed  with  water,  in 
order  to  remove  all  traces  of  barium  and  potassium  chlorides. 
The  filter  is  next  dried,  placed  in  a  small  porcelain  crucible, 
and  ignited  until  the  substance  in  the  crucible  exists  as  a 
white  ash.  The  weight  of  this  crucible  is  known.  When  the 
ignition  is  completed,  the  crucible  is  allowed  to  cool,  and  is 
then  weighed.  The  weight  of  the  crucible  and  ash,  minus 
the  weight  of  the  crucible  and  filter-ash,  is  the  weight  of  the 
barium  sulphate. 

Grams. 

Weight  of  watch-glass  -J-  gunpowder 8.605 1 

Weight  of  watch-glass , 6.0024 

Weight  of  gunpowder 2.6027 

Weight  of  capsule,  filter-ash,  and  BaS  O4 12.7568 

WTeight  of  capsule 10.6465 

Weight  of  filter-ash  and  BaS  O4 2.1103 

W7eight  of  filter-ash 0003 


Weight  of  barium  sulphate 2.1 100 

eight  of  sulphur  =-$—  wei^ 

Oo 

Per  cent,  of  sulphur,  n.i. 


Weight  of  sulphur  =A_ weight  of  BaS  O4  =  .28978  grams. 

Oo 


320 


THE  NAVAL  ACADEMY. 


SUMMARY    OF    RESULTS. 


Niter 73-3%% 

Moisture 81 

Carbon . .      15.50 

Sulphur ii. 10 


Total 100.79% 

The  error  is  probably  in  the  carbon,  as  some  sulphur  is 
almost  certain  to  separate  and  remain  on  the  filter  with  the 
carbon. 


NOTE  G.  APPENDIX. 


321 


NOTE   G. 

Plan  for  a  Naval  School,  as  originally  submitted  by  Commander 
Buchanan. 

[From  the  Original  Document  in  the  Navy  Department,  at  Washington.  ] 

The  Superintendent  is  to  be  appointed  by  the  Secretary  of 
the  Navy  from  the  list  of  captains  or  commanders.  The  Su 
perintendent  will  have  the  immediate  government  of  the 
institution,  will  be  responsible  for  its  management,  direct  all 
academic  duties,  and  command  all  professors  and  others  con 
nected  with  the  school.  He  will  frame  a  code  of  rules  and 
regulations  for  the  internal  government  of  the  school,  to  be 
submitted  to  the  Secretary  of  the  Navy  for  his  approval. 

Professors  and  instructors  are  to  be  selected  from  the  list 
of  lieutenants,  chaplains,  professors,  passed  midshipmen,  and 
teachers  in  the  Navy. 

Professors,  under  the  orders  of  the  Superintendent,  will 
constitute  a  board  for  the  transaction  of  business,  will  conduct 
the  examinations  during  the  course,  decide  on  the  merits  of 
the  midshipmen,  report  on  the  system  of  instruction,  and 
suggest  any  improvements  or  alterations  which  experience 
may  dictate. 

Every  applicant  for  admission  to  the  school  must  be  of 
good  moral  character,  not  less  than  thirteen  nor  more  than 
sixteen  years  of  age;  be  examined  by  the  surgeon  of  the  in 
stitution  to  ascertain  if  he  be  free  from  all  deformity,  deafness, 
nearness  or  other  disease  of  sight,  disease  or  infirmity  of  any 
kind  which  would  disqualify  him  from  performing  the  active 


3  2  2  THE  A' A  J'AL  A  CA  DEM  Y, 

and  arduous  duties  of  a  sea-life.  He  must  be  able  to  read 
and  write  well,  and  be  familiar  with  geography  and  arithmetic. 
The  academic  board  will  examine  him  on  these  branches  and 
certify  to  his  capacity  for  admission  into  the  school. 

When  an  acting  midshipman  receives  his  appointment  he 
is  to  be  attached  to  the  naval  school,  subject  to  the  exigencies 
of  the  service.  At  the  expiration  of  one  year,  should  his 
conduct  and  proficiency  meet  with  the  approbation  of  the 
Superintendent  and  Academic  Board,  he  will  be  retained  in 
service  and  sent  to  sea.  After  performing  sea-duty  for  six 
months,  and  receiving  a  favorable  report  of  his  conduct 
during  that  time  from  his  commander,  he  will  be  entitled  to  a 
warrant  bearing  the  date  of  his  acting  appointment.  Other 
wise  he  will  be  dropped  from  the  lists  and  returned  to  his 
friends. 

A  midshipman  after  serving  three  years  at  sea,  as  now 
required,  and  having  received  a  short  leave  of  absence,  at  the 
discretion  of  the  Department,  to  visit  his  friends,  will  report, 
at  its  expiration,  to  the  Naval  School  to  pursue  his  course  of 
studies  preparatory  to  his  final  examination.  All  midship 
men  on  shore,  not  on  leave,  will  be  ordered  to  the  Naval 
School. 

The  course  of  studies  will  include  English  grammar  and 
composition,  arithmetic,  geography,  and  history,  gunnery  and 
the  use  of  steam,  Spanish  and  French  languages,  and  such 
other  branches  desirable  to  the  accomplishment  of  a  naval 
officer  as  circumstances  may  render  practicable. 

The  professors  will  be  required  to  keep  records  of  all  the 
recitations,  and  report  weekly  to  the  Superintendent  the  prog 
ress  and  relative  merit  of  the  students.  From  these  weekly 
reports  the  Superintendent  will  make  quarterly  reports  to  the 
Secretary  of  the  Navy. 


NOTE  G.  APPENDIX.  323 

Classes  will  be  arranged  according  to  the  acquirements  and 
capacity  of  the  midshipmen. 

The  final  examination  for  promotion  will  embrace  all  the 
branches  taught  at  the  school. 

All  midshipmen  at  the  Naval  School  must  provide  them 
selves  with  such  books  as  are  necessary  to  pursue  their  studies, 
a  quadrant,  their  uniform,  and  bedding. 

A  sloop  of  war  or  brig  may  be  connected  with  the  institu 
tion  as  a  school  of  practice  in  seamanship,  evolutions,  and 
gunnery. 

The  board  annually  appointed  under  the  regulations  of  the 
Navy  for  the  examination  of  midshipmen  for  promotion  are 
to  inspect  generally  the  management  of  the  institution,  and 
report  to  the  Secretary  of  the  Navy  on  its  condition  and  the 
means  of  improving  it. 


7 HE  NAVAL  ACADEMY. 


NOTE  H. 
Schedule  of  subjects  represented  by  the  books  of  the  Library. 

THEOLOGY. 

1.  Sacred  writings,  commentaries,  criticism. 

2 .  Natural  theology  and  the  evidences  of  Christianity. 

3.  Miscellaneous  theological  works. 

4.  Ecclesiastical  history. 

MENTAL    AND    MORAL    PHILOSOPHY. 

1.  Mental  philosophy  and  logic. 

2.  Moral  philosophy  and  education. 

HISTORY. 

1.  General  treatises  and  lectures  on  history,  universal  his 
tory,  chronology,  &c. 

2.  Ancient  history,  antiquities,  mythology,  numismatics. 

3.  Continental  Europe. 

4.  England,  Ireland,  Scotland. 

5.  Asia,  Africa,  Australia. 

6.  North  and  South  America. 

7.  Naval  and  military  history. 


BIOGRAPHY 


1.  Collective  biography. 

2.  British  liography. 


NOTE  H.  APPENDIX.  325 

3.  American  biography. 

4.  Miscellaneous  biography. 

5.  Naval  and  military  biography. 

GEOGRAPHY    AND    TERRESTRIAL    PHYSICS. 

1.  Universal,  descriptive,  and  historical  geography,  ethnog 
raphy,  &c. 

2.  Physical  geography,  geology,  and  meteorology. 

3.  Voyages,  travels,  geographical  exploration  and  surveys. 

4.  Atlases,  maps,  &c 

MATHEMATICAL    SCIENCE    AND    ARTS. 

1.  Mathematics  in  general,  including  collected  works,  his 
tories,  dictionaries,  journals,  £c. 

2.  Arithmetic  and  algebra. 

3.  Geometry,    trigonometry,    descriptive    and    analytical 
geometry,  geometry  of  curves,  &c. 

4.  Calculus  of  differential,  integral,  and  other  functions. 

5.  Mathematical  tables  and  treatises  on  use  of  instruments- 

6.  Mensuration,  surveying,  engineering,  <Scc. 

7.  Miscellaneous  mathematical  works. 

ASTRONOMY    AND    GEODESY. 

1.  Histories  and  journals  of  astronomy. 

2.  General,  physical,  and  practical  astronomy. 

3.  Observations,  observatories,  and    treatises    on    use  of 
instruments. 

4.  Ephemerides,  catalogues,  maps,  and  tables. 

5.  Cometography. 

6.  Miscellaneous  astronomical  works. 

7.  Geodesy,  geodical  operations,  and  cartography. 

PHYSICAL    SCIENCE    AND    ARTS. 

i.   Natural  philosophy  in  general. 


3  2  6  THE  NA  VAL  A  CADEM  Y. 

2.  Mechanics,  (including  statics,  dynamics,  &c.) 

3.  Optics,  acoustics. 

4.  Light,  heat,  electricity,  and  magnetism. 

5.  Chemistry  and  chemical  arts. 

6.  Miscellaneous  works. 

NATURAL    HISTORY. 

1.  Natural  history  in  general. 

2.  Zoology,  anatomy,  physiology,  botany. 

3.  Geology,  mineralogy. 

MILITARY    SCIENCE    AND    ARTS. 

1.  Artillery,  small-arms,  pyrotechny. 

2.  Infantry-tactics,  &c. 

3.  Military  engineering,  science  of  war,  <Scc. 

4.  Military  organization,  laws,  courts,  statistics,  &c. 

5.  Military  dictionaries,  journals,  and  miscellanies. 

NAVAL    SCIENCE    AND    ARTS. 

1.  Navigation,  nautical  astronomy,  nautical  surveying,  ta 
bles  and  treatises  on  use  of  instruments. 

2.  Maritime  geography,  hydrography. 

3.  Naval  architecture,  wood,  iron,   and    composite  ship 
building,  docks,  and  other  constructions. 

4.  Seamanship,  naval  tactics,  rigging,  stowage,  sail  and 
mast  making,  &c. 

5.  Steam-navigation,  steam-engineering. 

6.  Naval  ordnance,  naval  gunnery,  torpedoes,  ammuni 
tion,  &c. 

7.  Naval  signals. 

8.  Naval  organization,  naval  regulations,  registers,  laws 
courts,  statistics,  &c. 

9.  Nautical  dictionaries,  journals,  and  miscellanies. 


NOTE  H.  APPENDIX.  327 

ARTS    AND    MANUFACTURES. 

1.  General  and  miscellaneous  works. 

2.  Steam-engine  and  other  machinery. 

3.  Civil  engineering. 

4.  Civil  architecture,  drawing,  painting,  and  sculpture. 

LAW   AND    POLITICS. 

1.  Constitutional  and  international  law,  maritime,  military, 
and  naval  law,  treatises  on  evidence,  United  States  Supreme 
Court  decisions,  law  dictionaries,  United  States  Statutes  at 
Large,  United  States  Revised  Statutes,  British  and  American 
admiralty  decisions  in  prize  cases,  &c. 

2.  Political  economy. 

3.  Government  documents,  executive  and  congressional, 
reports,  <Scc. 

4.  Miscellaneous  works. 

LITERATURE. 

1.  Grammar  and  language. 

2.  Dictionaries  of  .language. 

3.  Rhetoric  and  criticism. 

4.  Poetry  and  drama. 

5.  Fiction. 

6.  General  literature,  histories  of  literature,  &c. 

POLVGRAPHY. 

1.  Encyclopedias,  dictionaries   of  the    arts  and  sciences, 
collected  works,  &c. 

2.  Proceedings,  rep.orts,  and  transactions  of  academies  and 
societies. 

3.  Scientific,  art,  literary  journals  and  magazines. 

BIBLIOGRAPHY. 

i.  American  and  foreign  bibliography. 


328 


THE  NAVAL  ACADEMY. 


NOTE  I. 
List  of  officers  holding  seats  at  the  Academic  Board. 

SUPERINTENDENTS. 
Assumed  command. 

Sept.   3,  1845.  Commander  Franklin  Buchanan. 
Mar.  15,  1847.  Commander  George  P.  Upshur. 
July     i,  1850.  Commander  Cornelius  K.  Stribling. 
Nov.    i,  1853.  Commander  Louis  M.  Goldsborough. 
Sept.  15,  1857.  Captain  George  S.  Blake. 
Sept.    9,  1865.  Rear- Admiral  David  D.  Porter. 
Dec.    i,  1869.  Commodore  John  L.  Worden. 
Sept.  22,  1874.  Rear-Admiral  C.  R.  P.  Rodgers. 

COMMANDANTS    OF    MIDSHIPMEN. 
Reported  for  dir.y. 

Oct.     i,  1845.  Lieut.  James  Harm  an  Ward. 

Sept.    i,  1847.  Lieut.  Sidney  Smith  Lee. 

July     i,  1850.  Lieut.  Thomas  T.  Craven. 

May  28,  1855.  Lieut.  Joseph  F.  Green. 

Mar.  22,  1858.   Commander  Thomas  T.  Craven. 

Sept.  2 1,  1860.  Lieut.  C.  R.  P.  Rodgers. 

Sept.  22,  1 86 1.  Lieut.  George  W.  Rodgers. 

May  1 8,  1862.  Lieut.  Edward  Simpson. 

Aug.    3,  1863.  Commander  Thomas  G.  Corbin. 

Sept.  23,  1863.  Commander  Donald  McN.  Fairfax. 

Oct.  u,  1865.  Lieutenant-Commander  Stephen  B.  Luce.t 

Sept.  30,  1868.  Capt.  Napoleon  B.  Harrison. 


NOTE  I.  APPENDIX. 


329 


Feb.    i,  1870.  Capt.  Samuel  P.  Carter. 

June    5,  1873.  Commander  K.  Randolph  Breese. 

Oct.  31,  1874.  Commander  Edward  Terry. 

EXECUTIVE    DUTY. 

Detached, 
resigned,  or 
Reported.  transferred. 

1863.  Lieutenant-Commander  C.  C.  Carpenter  ....  1864 

1864.  Lieutenant-Commander  Alfred  Hopkins  ....  1865 

1865.  Lieutenant-Commander  James  A.  Greer 1866 

1866.  Lieutenant-Commander  Oscar  F.  Stanton...  1867 

1866.  Lieutenant-Commander  Bushrod  B.  Taylor..  1867 

1867.  Lieutenant-Commander  Thomas  O.  Selfridge.  1868 

1868.  Lieutenant-Commander  Charles  L.  Franklin .  1870 
1870.     Lieutenant-Commander  Henry  L.  Howison  .  1871 

DEPARTMENT   OF    SEAMANSHIP. 

1850.     Lieut.  Thomas  T.  Craven,  (commandant)  .  ..  1855 

1855.     Lieut.  Joseph  F.  Green,  (commandant) 1858 

1858.     Commander  Thomas   T.   Craven,  (comman 
dant  1 860 

1860.  Lieut.  William  H.  Parker , 1861 

1 86 1.  Lieutenant-Commander  Joseph  N.  Miller  .  . .  1862 

1862.  Lieutenant-Commander  Stephen  B.  Luce. . . .  1863 

1863.  Lieutenant-Commander   Marshall  C.    Camp 

bell  1865 

1865.  Lieutenant-Commander  Robert  F.  R.  Lewis.  1866 

1866.  Lieutenant-Commander  Richard  W.  Meade  .  1868 

1868.     Commander  Joseph  S.  Skerrett 1872 

1870.     Lieutenant-Commander  A.  R.  Yates 1871 

1872.     Commander  Frederick  V.  McNair I^75 

1875.     Commander  Henry  L.  Howison. 

ORDNANCE,   GUNNERY,    AND    STEAM. 

1845.     Lieut.  James  H.  Ward 1 1847 


330 


THE  NAVAL  ACADEMY. 


Detached, 
resigned,  or 
Reported.  transferred. 

ORDNANCE,     GUNNERY,    NATURAL     AND     EXPERIMENTAL    PHI 
LOSOPHY. 


1847.     Prof.  Henry  H.  Lockwood 


GUNNERY    AND    INFANTRY   TACTICS. 

1850.     Prof.  Henry  H.  Lockwood  ...............  1860 

ORDNANCE    AND    GUNNERY. 

1860.  Lieut.  Edward  Simpson  ..................  1861 

1861.  Lieutenant-Commander  Stephen  B.  Luce  ----  1862 

1862.  Lieutenant-Commander  E.  O.  Matthews.  ...  1864 

1864.  Lieutenant-Commander  C.  C.  Carpenter.  ...  1865 

1865.  Lieutenant-Commander  Francis  M.  Ramsay.  1866 

1866.  Lieutenant-Commander  Montgomery  Sicard.  1867 

1867.  Lieutenant-Commander  E.  O.  Matthews   —  1869 

1869.  Lieutenant-Commander  Edward  Terry  .....  1870 

1870.  Commander  Augustus  P.  Cooke  ...........  I^>73- 

1873.  Commander  Edward  Terry  ...............  1874 

1874.  Commander  John  A.  Howell  ..............  l&7$ 

1875.  Commander  James  O'Kane. 

MATHEMATICS   AND    NAVIGATION. 

1845.     Prof.  William  Chauvenet  ..................  1853 

MATHEMATICS. 

1853.     Prof.  John  H.  C.  Coffin  ..................  1859 

1859.     Prof.  Joseph  Winlock  ...............  .....  1861 

1861.     Prof.  John  H.  C.  Coffin  ..................  1864 

1864.     Prof.  William  Henry  W7illcox  ..............  1870 

1870.     Prof.  Richard  Somers  Smith  ...............  1873 

1873.     Prof.  William  Woodbury  Hendrickson. 


NOTE  T.  APPENDIX. 


331 


Detached, 
resigned,  or 
Reported.  transferred. 

STEAM-ENGINEERING. 

1865.  Chief  Engineer  William  W.  W.  Wood 1867 

1867.  Chief  Engineer  Thorn  Williamson 1869 

1869.  Chief  Engineer  Henry  L.  Snyder 1873 

1873.  Chief  Engineer  Charles  Henry  Baker. 

NAVIGATION    AND    NAUTICAL    ASTRONOMY. 

1853.     Prof.  William  Chauvenet I^59 

1859.     Prof.  John  H.  C.  Coffin 1865 

ASTRONOMY,    NAVIGATION,    AND    SURVEYING. 

1865.  Lieutenant-Commander  Robert  L.  Phythian.  1870 

1870.  Lieutenant-Commander  John  A.  Howell 1871 

1871.  Lieutenant-Commander  S.  Dana  Greene — .  1873 
1873.  Lieutenant-Commander  Alexander  H.  McCor- 

mick I875 

1875.     Commander  John  A.  Howell. 

NATURAL    AND    EXPERIMENTAL    PHILOSOPHY. 

1845.  Prof-  Henry  H.  Lockwood 1850 

1850.  Prof.  William  Fenn  Hopkins 1859 

1859.  Prof.  Augustus  W.  Smith 1866 

1866.  Prof.  Henry  H.  Lockwood 1869 

1869.  Lieutenant-Commander  William  T.  Sampson.  1871 

1871.  Lieutenant-Commander  George  P.  Ryan,...      1872 

PHYSICS    AND    CHEMISTRY. 

1872.  Lieutenant-Commander  George  P.  Ryan ....      1873 

1873.  Prof.  John  M.  Rice 1874. 

1875.     Commander  William  T.  Sampson. 

CHEMISTRY. 

1845.     Surgeon  J.ohn  A.  Lockwood 


332 


THE  NAVAL  ACADEMY. 


Detached, 
resigned,  or 
Reported.  transferred- 

APPLIED    MATHEMATICS    AND    MECHANICS. 

1876.     Prof.  John  M.  Rice. 

ENGLISH    STUDIES. 

1845.     Chaplain  George  Jones  ...................      1850 

ETHICS    AND    ENGLISH    STUDIES. 

1850.  Prof.  Joseph  E.  Nourse  ..................  J865 

1865.  Lieutenant-Commander  Joseph  N.  Miller  ...  1867 

1867.  Lieutenant-Commander  John  S.  Barnes  .....  1868 

1868.  Lieutenant-Commander  F.  B.  Blake  ........  1869 

1869.  Lieutenant-Commander  Thomas  L.  Swann  ..  1871 
1871.  Lieutenant-Commander  A.  R.  Yates  ........  x^73 

ENGLISH    STUDIES,    HISTORY,    AND    LAW. 

1873.     Prof.  James  R.  Soley. 

MODERN    LANGUAGES. 

1845.     Prof.  A.  N.  Girault  ......................      1853 

1873.     Commander  W.  S.  Schley  .................      1876 

1876.     Prof.  Lucien  F.  Prud'homme. 

FRENCH. 

1853.     Prof.  A.  N.  Girault  .........  .............      1866 

1866.  Prof.  L.  V.  Dovilliers  ....................      187'! 

1871.     Commander  E.  Y.  McCauley  .............      T^73 

SPANISH. 
1853.     Prof.  E.  A.  Roget  .......................      1873 

DRAWING. 


1853.     Prof.  E.  Seager  .......  ................... 

1867.     Lieutenant-Commander  Montgomery  Sicard  .      1868 


NOTE  I.  APPENDIX.  333 

Detached, 
resigned,  or 
Reported.  transferred. 

1868.     Lieutenant-Commander  E.  P.  Lull 1871 

1871.  Commander  Frederick  V.  McNair 1872 

1872.  Lieutenant-Commander  Gouverneur  K.  Has- 

well 1873 

1873.  Prof.  Richard  S.  Smith. 

IN   CHARGE   OF    SCHOOL-SHIPS. 

1860.  Lieut.  George  W.  Rodgers 1861 

1 86 1.  Lieutenant-Commander  E.  P.  Lull 1863 

1862.  Lieutenant-Commander  R.  L.  Phythian 1864 

1863.  Lieut.  Henry  M.  Blue 1864 

1864.  Lieutenant-Commander  P.  C.  Johnson 1866 

1867.  Lieutenant-Commander  George  Dewey 1870 


3 34  THE  NA  l'AL  A CA DEM * ' 


NOTE  J. 

Supplementary  notices, 

Commander  GEORGE  P.  UPSHUR,  the  second  Superintend 
ent  of  the  Naval  School,  entered  the  service  April  23,  1818. 
He  was  a  native  of  Virginia.  His  administration  of  the 
school  extended  from  March,  1847,  to  July,  1850,  when  he 
was  relieved  by  Commander  Stribling,  at  the  re-organization 
of  the  institution.  He  had  a  large  share  in  bringing  about 
the  change,  being  one  of  the  members  of  the  board  of  1849 
to  which  was  intrusted  the  revision  of  the  regulations.  Com 
mander  Upshur  went  from  the  school  to  a  command  in  the 
Mediterranean  squadron.  He  died  November  3,  1852,  on 
board  the  sloop  of  war  Levant,  at  Spezia. 

Captain  GEORGE  W.  RODGERS  was  a  son  of  Captain  George 
W.  Rodgers,  of  Maryland,  a  distinguished  naval  officer  of  the 
war  of  1812,  and  a  nephew,  through  his  mother,  of  Com 
modore  Oliver  H.  Perry.  He  was  attached  to  the  Naval 
Academy  in  i86o-'62,  at  first  in  charge  of  the  school-ship 
and  afterward  as  commandant  of  midshipmen.  The  organi 
zation  of  the  school-ship  system,  during  the  period  when  the 
quarters  were  insufficient  for  all  the  cadets,  was  mainly  due 
to  his  judicious  efforts.  He  commanded  the  Constitution 
when  the  war  broke  out,  and  brought  her  with  the  midship 
men  to  Newport.  In  1862,  he  was  detached  from  the 
Academy  and  entered  into  active  service.  During  the  attacks 
upon  Charleston  in  1863,  ne  served  as  fleet-captain  of  Admi- 


NOTE  J.  APPENDIX.  335 

ral  Dahlgren's  squadron,  and  later,  in  command  of  the 
monitor  Catskill.  It  was  while  commanding  this  vessel,  in  a 
gallant  attack  on  Fort  Wagner,  that  he  was  killed,  August 
17,  1863.  Admiral  Dahlgren  refers  to  his  death  in  his  report 
of  the  engagement :  "  The  close  and  confidential  relation 
which  the  duties  of  fleet-captain  necessarily  occasion,  im 
pressed  me  deeply  with  the  loss  of  Captain  Rodgers.  Brave, 
intelligent,  and  highly  capable,  devoted  to  his  duty  and  to 
the  flag  under  which  he  passed  his  life,  the  country  cannot 
afford  to  lose  such  men ;  of  a  kind  and  generous  nature,  he 
was  always  prompt  to  give  relief  when  he  could." 

Lieut.  SAMUEL  MARCY  was  a  son  of  Hon.  William  L. 
Marcy,  of  New  York,  Secretary  of  War  under  President  Polk, 
and  Secretary  of  State  under  President  Pierce.  He  entered 
the  Navy  in  1838.  In  1845  he  was  attached  to  the  Naval 
School  as  assistant  instructor  in  mathematics,  being  at  that 
time  a  passed  midshipman.  He  also  assisted  Lieutenant 
Ward  in  the  performance  of  executive  duty.  He  was  de 
tached  in  1847,  and  between  that  time  and  1861  he  was 
twice  connected  with  the  Academy  for  considerable  periods. 
He  served  with  distinction  during  the  first  year  of  the  war, 
and  died  January  29,  1862,  from  injuries  received  while  firing 
a  boat-howitzer  at  a  blockade-runner  in  the  Southeast  Pass 
of  the  Mississippi  River. 

Prof.  WILLIAM  HENRY  WILLCOX  was  born  October  19, 
1823.  He  entered  the  service  as  a  midshipman  January  30, 
1841.  He  was  ordered  to  the  Academy  as  instructor  under 
Commander  Goldsborough,  but  resigned  his  commission  as 
lieutenant  June  19,  1857,  and  was  soon  afterward  appointed 
an  assistant  professor  of  mathematics.  He  was  commissioned 
professor  of  mathematics,  June  3,  1858.  In  the  summer  of 
1864,  the  department  of  mathematics,  which  had  been  since 
1861  united  with  that  of  navigation,  was  made  once  more 


336  THE  NAVAL  ACADEMY. 

independent,  and  Professor  Willcox  was  placed  at  the  head. 
He  remained  in  charge  until  the  time  of  his  death,  August 
20,  1870.  He  showed  great  skill  in  the  management  of  his 
department,  and  devoted  himself  to  the  best  interests  of  the 
Academy  with  a  singleness  of  purpose  seldom  equaled. 

He  received  the  degree  of  A.  M.  from  Yale   College  in 
1870. 


ERE  AT  A. 

Page  146,  line  13.     Fcr  "  fire-tell,"  read  "fire-bill." 

Page  189,  after  line  23.  Insert:  "  Text-lccTis  of  Cac'et  Mie'stifnen.— 
Bourne's  Handbook  of  the  Steam-Engine ;  King's  Practical  Notes  on  the 
Steam-Engine." 

Pages  189  and  190.  NOTE. — In  cases where  practical  instruction  is  given, 
in  the  Department  of  Steam-Engineering,  part  of  the  time  otherwise  devoted 
to  study  is  occupied  with  practical  exercises. 

Page  190,  line  8.  Insert:  "King's  Practical  Notes  on  the  Steam-Engine; 
Willis's  Principles  of  Mechanism;  Zeuner's  Valve  Gear." 

Page  331,  after  line  1.    Insert: 
"1867.    Chief  Engineer  Eben  Hoyt 186T." 


(Coal  Wharf 


INDEX. 


A. 

Page. 

Academic  board 67,  71,  94,  140 

organization 139 

staff 100,  139 

year 141 

Academy,  removal  of 106 

under  Bureau  of  Navigation in 

Acts  increasing  Navy . 10 

Adams,  J.  Q.,  messages  of 19,  21,  22 

Adjutant 143 

Admission,  age  at 98,  163 

cadet-engineers 162 

cadet-midshipmen 161 

qualifications  for 103,  151,  152 

candidates  for 98 

examination  for 92 

deposit  at 161 

statistics  of  examination  for  . 164-169 

Age  of  candidates 103 

Alert,  flag  of 219 

Alexis,  present  of  Grand  Duke 178 

Ammunition,  samples  of 185 

Amusements 149,  150 

Anchors 178 

Annapolis,  choice  of 50 

Antietam 1 75 

Apartment-houses 130 

Apparatus,  astronomical 192 

gunnery .'..'. 183 

physical 199 

seamanship 171 

steam-engineering 188 


338  INDEX. 

Page. 

Appellation  of  cadets 112 

Appointment,  letter  of,  1845 72 

Appropriation,  for  improvements 82 

Arithmetic 152,  153 

Arms,  photographs  of 185 

samples  of 184 

Armstrong  gun 229 

Artillery,  field 179 

Assistant  to  executive  officer 99 

Astronomy,  course  in 191 

Asylum,  school  at  Naval 38 

Attendance 78 

irregularity  of 86 

Averages,  change  in  computing 113 

B. 

Bainbridge,  Captain 221 

Ball 150 

Bancroft,  G 42,43,50,51,83 

Barney's  action 230 

Barry's  commission 230 

Base  ball 149 

Battle  of  Tripoli 230 

Bell,  Japanese 222 

Berceau,  flag 22 1 

Beresford,  flag 220 

Biddle,  James 221 

Bigelow,  Commander 97 

Bill  for  improvement  of  Navy,   1826 21 

for  education  of  officers 14 

relative  to  naval  schools 25 

pay  of  instructors 26 

Bladen,  Governor 133 

Blake,  Commodore 102,  104,  106,  108 

Blake  Row 131 

Blakeley,  Captain ., 221 

Blakeley  gun 229 

Boat  clubs 149 

Boat  exercise 172,  182 


INDEX. 


339 


Page. 

Boundaries 115 

Bourne  on  Engines 190 

Bowditch's  Navigator 191 

Bowling  alley 125 

Boxer,  flag 219 

Brady's  kedge-anchor 170 

Branch,  Secretary,  reports 

Brass  guns  taken  at  Vera  Cruz 229 

Breese,  Capt.  S.  L 97 

Buchanan,  Commander... 50,  54,  59,62,65,85,97,  115 

Buchanan  house 131 

Burrows,  Captain  ...... .. 219 

Butler.  General * 105,  106 

C. 

Cadet-engineers,  admission  of 162 

midshipmen,  admission  of 161 

officers 143 

organization 142 

Cadets,  age  of 163 

appointment  of 45 

pay  of * 45,  146 

two  classes  of 141 

quarters ....130, 145 

Calculus 185 

Candidates  for  admission 98,  103,  154,  153 

Card  catalogue 136 

Chapel 129 

Chaplain 140 

duties  of 8,  9,  26 

Chauncey,  Commodore 220 

Chauvenet,  Professor 38,62,86,  loo,  102,  190 

Chemical  laboratory - 132 

Chippewa,  flag 220 

Chubb,  flag 220 

Coffin,  Professor loo,  190,  192 

Columbus,  figure-head 223 

Commandant  of  cadets 139,  171,  181 

Competitive  examinations 155 


340  INDEX. 


Page. 

Composition,  English 204,  208 

Conduct,  weight  given  to . 93 

report 145,  148 

Confiance,  flag 220 

Conner,  Commodore 97 

Constitution,  figure-head — . 224 

Constitution  of  United  States 209 

Cooke,  Commander 181,  182 

Corean  arms 229 

flags 222 

Cost  of  instruction,  1844 39 

Course .67,  89,  91,  98,  113, 170 

Craven,  Commander 93,  97,  103 

Cruise  practice 92,142,172,216 

Cyane,  flag  of 220 

D. 

Dahlgren,  Lieutenant 86,  1 79 

Daily  routine  .... . ., 143 

Dale 171 

Dancing 150 

Debts 81 

Decatur „ 7,  221 

Deeds 114,  120, 122 

Delaware,  figure-head 224 

Demerits ^ , 148 

Departments ., 170 

Descriptive  geometry 186 

Detroit,  flag 220 

Deviation  of  compass ^-- --, 191 

Dickerson,  Secretary 26 

Dining-room 150 

Discipline 61,65,  148 

Divine  service , .„ 144 

Dovilliers,  Professor 210 

Drawing,  department  of ., --98>  211 

Drawing-room 187 

Drills --       *43 

Duff,  Simon 126,  133 


INDEX.  341 


Page. 
Dulany  ..................................  ................  114,  135 

Dupont,  Commodore  .....................  .  .................        105 

Dusenbury,  Captain  ........................................        128 


Eddis's  letters  .............................................        134 

Eden,  Governor  ..........................................  133,  134 

Eldridge,   Capt.  O  ..........................................        107 

Elective  course  .......  „-  .....................................        186 

Engineering,  department  of  ...............  .  ......  .  ...........        187 

English  ...................................................       202 

Epervier  ..................................................        220 

Estidio  ....................................................       221 

Ethics,  department  of  .......................................       202 

Examination,  annual  .......................................          77 

board  of,  1845  ......  .  ..........................         42 

final  ..........................................         98 

for  admission  ................................  151,  162 

for  promotion  ...............................  78,  97,  99 

questions  ....................................        152 

exhibitions  .......................  .  .............        1  50 

F. 
Faculty  ...................................................  87,  140 

Failure  at  examination  ......................................         80 

P'encing  ......  .  .......................................  _____  125,  I^o  ' 

Figure-heads  .............................................  223,  224 

Figure  of  lion  .............................................       228 

Field  fortification  ...........................................        1  8  1 

Fire  organization  ..........................  «  ................        146 

Flags  .....................................................       219 

Foot-ball  ..................  ____  •  ............................        149 

Fort  Severn  .................................  44,  58,  60,  114,  126,  179 

Franklin,  figure-head  .......................................       223 

French,  course  in  ..........................................       210 

department  of  ......................................  98,  209 

P'rolic,  flag  ................................................        220 


342  INDEX. 


G. 

Pafc. 

Geography,  questions  in 153,  154 

Girault,  Professor 62,  209 

Goldsborough,  Commander 102,  117 

Governor  street 115 

Governor's  house 132,  133 

Graduation 98,  99 

Grammar .  -        154 

Grammars  studied 206 

Green,  Lieut.  J.  F 180 

Grounds 114,  122 

G  uerriere,  flag 220 

Gunnery Iy8 

Gunnery-room 129 

Gun's  crew 142 

Gymnasium 125 

II. 

Heads  of  departments 140 

Heat  and  light,  course  in 198 

Hicks,  Governor 106 

History,  course  in 205 

Hopkins,  Professor 94,  100,  194 

Hospital 129,  130,  144 

Howitzers 179 

Hull,  Captain 220 

Hunter,  flag  • 220 

I. 

Improvements  and  new  buildings no,  112 

Infantry  tactics 181,182 

Instructions  to  board  of  1845 43 

Insurgente,  flag 221 

Iroivclads,  models 1 78 

J- 

Java,  flag 221 

Jeffers,  Lieutenant i  ^g 

Jennings,  Edmund 133 


INDEX. 


343 


Johnson,  Prof.  VV.  W 100 

Jones,  Capt.  J 220 

Chaplain,  George 94,  128,  202 

Commodore  T.  A.  C 42, 85 

Secretary,  report  of 1 1 

Jurisdiction,  act  ceding . 1 1 6 

K. 
Kearney,  Commodore  L 77 

L. 

Laboratory 130,  132,  197,  198,200 

Land,  purchase  of 117, 1 18,  119 

Langley,  Professor 101 

Lavallette,  Captain 42 

Law,  international 209 

Lawrence,  flag  of. 219 

Lawrence,  Capt.  J 22 1 

Leave 1 50 

Lee,  Lieutenant 93 

Levant,  flag • 220 

Library 135 

Little,  Captain 221 

Livingstone,  resolution  of 18 

Lockwood,  Professor 38,  62,  94,  1 79,  194 

Surgeon 62 

Luce,  Lieutenant-Commander  S.  B 1 70,  1 73 

M. 

Macauley,  Captain 77 

Macedonian,  figure-head - 224 

flag 221 

lion 228 

sloop  of  war 181 

Magnetic  phenomena 199 

Marcy,  Samuel 62  and  note  J 

Marks 147 

Marvin,  Master  J.  U 180 

Maryland  legislature,  resolutions  of 20 

Mason,  J.  Y 83 


344  INDEX. 


Page. 

Mathematics 102,  185 

Mayo,  Captain 42,  77 

McCauley,  Capt.  E.  Y 210 

McClure,  Professor .. 38 

McDonough,  Captain 220 

McDowell,  Hall 133 

McHenry,  James n 

McKean,  Commander 5° 

McKeever,  Captain 77 

Mechanics,  department  of —  -       20 1 

Mess 150 

Mexican  armor 229 

flags 222 

Mezoura,  flag  of 221 

Midshipmen,  appointment  of 7,  36 

Miller,  Commander  J.  N  _ 101 

Models,  gunnery 183 

seamanship 171,  175 

steam 188 

Modern  languages 209,  21 1 

Monitor  practice 183, 

Mortar  practice 1 83 

N. 

Name  changed  to  Naval  Academy 90 

Natural  philosophy 194 

Naval  school 56,  6 1,  62,  63 

schools 24 

tactics 1 73 

Navy  Department,  establishment  of 7 

opposition  to 13 

New  quarters 132 

Newport,  removal  to 107,  108 

Nicholson  house . 131 

Nomination  of  candidates IS1 

Nourse,  Professor 94,  202 

Number  of  cadets  at  opening ,72 

in  1875 i'*1 


INDEX. 


345 


O. 

Page. 

( )bservatory 1 30 

Officer  in  charge 145 

O'Hara  house * 131 

Old  mess-hall 129 

Opening  of  school 61,  63 

Ordnance  and  gunnery. 178,  181,  183 

Organization 66 

final 98 

Osborne,  Prof.  G.  A IOO 

P. 

Paulding,  J.  K 31 

Pay  and  accounts 146 

Paymaster's  office 130 

Peacock,  flag 221 

Penguin,  flag 221 

Perry,  Commodore  M.  C.. 42,  77>  222 

O.  H 219,  220 

Photographer's  building 132 

Physical  examination 151 

Physics  and  chemistry 1 94,  1 96 

Phythian,  Commander  R.  L 190 

Pinkney  lot ^  132 

Plan  of  Naval  School 56 

Polyconic  projections 192 

Poole,  Mr 136 

Porter,  Admiral .. 1 08 

Capt.  D 219 

Portraits  in  library 229 

Practical  exercises,  seamanship 1 73 

Practice-cruises 92,  97,  142,  172,  126 

ship 46,  99 

Preparation  of  candidates 154 

Preston,  W.  B 89 

Professors  of  mathematics 26,  27,  33,  37,  39,  40,  41 

Promotion,  examinations  for 73 

Prose  versions 204,  207 

Punctuation 204 


346 


INDEX. 


Page. 

Punishments i48 

Purser '. 99 

Pyrotechny 99 

Q- 

Qualifications  for  admission 103,  152 

Quarters,  change  in 103 

R. 

Rank  of  professors 37 

Read,  Commodore 42 

Recitations 147 

Recitation-hall 129 

Recreation 143 

Regulations  of  Navy  of  1802 

Relics  and  trophies 218 

Religious  service 144 

Removal  of  Academy 106,  107 

Reorganization  of  Academy 9°.  97 

Report  board  of  examiners,  1845 44 

Committee  on  Naval  Affairs 233,  239 

of  Secretary  Bancroft 74 

of  Secretary  Dickerson 237 

Reserved  pay 147 

Resolutions  of  naval  officers  in  1836 . . .- 27 

Rhetoric 208 

Rice,  Prof.  J.  M 196,  201 

Rodgers,  Rear-Admiral  C.  R.  P 107,  1 12 

Capt.  G.  W 105  and  note  J 

Roget,  Professor 210 

Rules  for  government  of  Naval  School,  1846 241 

S. 

Sampson,  Commander  W.  T 195 

Schley,  Commander  W.  S 210 

Schoolmasters 8,  n,  26 

Schools,  naval 24,  25 

Scott,  Lieutenant 105,  no,  1 1^,.!  18 

Seager,  Professor 211 


ItYDEX.  347 


Page. 

Seamanship 128,  170 

Secession,  effects  of 104 

Secretary  of  the  Navy,  visit  of 129 

Sections 147 

Selfridge,  Commander  T.  O 101 

Senate  bill  for  five  naval  schools 34 

Senator  Bayard's  bill 3^ 

Senior  aid 139 

Sharpe,  Governor 133 

Ship-building 1 74 

Shubrick,  Commodore 222 

Sick-list 144 

Signal-guns  captured  from  Shenandoah 229 

Signals 1 72 

Simpson,  Lieut.  E.,  Treatise  on  Ordnance 180 

Smith,  Prof.  A.  W 100,  194 

Prof.  R.  S 211 

Southard,  S.  L 14,  15,  1922,  31 

Spanish 98,210 

Specimens  of  the  work  of  cadets 246 

Spelling 154 

St.  Lawrence,  flag 221 

Staff,  academic 100,  139 

Stations  of  professors 40,  41 

Steam,  introduction  of. 32 

Steam-building 132 

Steam-engineering 187 

Stewart,  Commodore 36 

Store 130,  136 

Stribling,  Commander  C.  K 89,  97,  102,  1 1 7 

Summary  of  course 212 

Superintendent k 139 

Superintendents  of  floors 146 

Swimming 149 

T. 

Text- books,  astronomy .  91 

ordnance 1 79 

seamanship 170 

steam-engineering 187 


348  INDEX. 


Page. 

Themes 204,  208,  209 

Thompson,  Secretary 14 

Tilton,  Capt.  McL 222 

Totten's  Naval  Text-Book 1 70 

Traveling  expenses 162 

Treasurer 99 

Truxtun 221 

U. 
Upshur,  A.  P 32,  34 

Commander  G.  P 85,  89,  117,  128 

V. 
Vincennes,  memorial  of  officers  of. 36 

W. 

Ward,  Lieut.  J.  H 38,63,69,80,  128,  178,  187 

Warrington 50,  220 

West  Point,  advantages  of 35 

appointment  of  naval  officers  from HjiJ 

laws  of,  to  be  adopted 48 

White,  Prof.  C.  J ioo,  191 

Windmill  Point 124 

Winlock,  Professor ioo 

Wood,  Chief  Engineer  W.  W.  W 188 

Woodbury,  Secretary 25 


: 


:,. 


. 


I 


m  m 


Fffi 

•  ••-. 


t 
I 


m  :      . 


•HP 


I 

mm 


••'•'. 


•  ••"_  H 


uw 


